book of abstracts 2nd world conference on education 2018...

Book of Abstracts

2nd World Conference on Education – 2018

(WCEDU 2018)

28th – 29th November, 2018

Colombo, Sri Lanka

Committee of the WCEDU - 2018

IAR Conferences

Tel: +94(0) 77 224 1493 / +94(0) 117 020 784

[email protected]

ii

Disclaimer

The responsibility for opinions expressed, in articles, studies and other contributions in this

publication rests solely with their authors, and this publication does not constitute an

endorsement by the WCEDU or IAR Conferences of the opinions so expressed in them.

Official website of the conference

http://educationconferences.co/

Book of Abstracts of the 2nd World Conference on Education – 2018

Edited by Rekheetha Pathiranage and Others

ISBN: 978-955-3627-00-1

Copyright @ IAR Conferences

All rights are reserved according to the code of intellectual property act of Sri Lanka,

2003

Published by IAR Conferences

Tel: +94(0) 117 020 784

http://educationconferences.co/

iii

Hosted By:

IAR Conferences

Organized by:

IAR Conferences

Academic partner:

Khon Kaen University, Thailand

PROF. ATHIMOOLAM SUKUMAR (Conference Chairman, WCEDU 2018)

Department of Education in Science and

Mathematics, Regional Institute of Education,

National Council of Educational Research and

Training, India

PROF. SUSHAMA SHARMA (Conference Co-Chair, WCEDU 2018)

Formerly Dean, Faculty of Education and

Formerly Chairperson, Department of

Education, Kurukshetra University, Kurukshetra,

Haryana, India.

PROF. (EMERITUS) STEPHEN HEYNEMAN (Key-Note Speaker, WCEDU 2018)

International Education Policy, Vanderbilt

University, USA

PROF. MANJULA VITHANAPATHIRANA (Key-Note Speaker, WCEDU 2018)

Faculty of Education, University of Colombo, Sri

Lanka

DR. PHONGTHANAT SAE-JOO (Key-Note Speaker, WCEDU 2018)

Student Development Affairs, Khon Kaen

University, Thailand

DR. B. RAMASWAMY (Plenary Speaker, WCEDU 2018)

National Commission for Protection of Child

Rights (NCPCR) GOVT. OF INDIA, Oriental

Indore University, India

DR. LEE ANNE BLOCK (Session Chair, WCEDU 2018)

University of Winnipeg, Canada

WCEDU 2018 Committee

iv

PROF. JOHN P. ANCHAN (Session Chair, WCEDU 2018)

University of Winnipeg, Canada

PROF. MATSELISO MOKHELE-MAKGALWA (Session Chair, WCEDU 2018)

University of the Free State, South Africa

PROF. CHRIS PERUMALLA (Session Chair, WCEDU 2018)

University of Toronto, Canada

MR. REKHEETHA PATHIRANAGE (Conference Convenor, WCEDU 2018)

IAR Conferences, Sri Lanka

Editor in Chief

Prof. Athimoolam Sukumar, Department of Education in Science and Mathematics, Regional Institute of

Education, National Council of Educational Research and Training, India

Editorial Board

Mr. Rekheetha Pathiranage, IAR Conferences, Sri Lanka

The Editorial Board is not responsible for the content of any abstract.

Dr. Pankaj Arora, University of Delhi, India

Dr. Madhu Kushwaha, Banaras Hindu University, India

Dr. Nagendra Kumar, Banaras Hindu University, India, Malaysia

Dr. Chew Fong Peng, University of Malays, Malaysia

Prof. Sushama Sharma, Kurukshetra University, India

Dr. Krishna Kant Sharma, University of Kota, India

Assoc. Prof. Cynthia Yolanda Doss, University of Nottingham, Malaysia

Dr. Bakare Kazeem Kayode, Al-Madinah International University, Malaysia

Dr. Jyoti Bawane, Indian Institute of Education Pune, India

Dr. Poonam Singh Kharwar, Banaras Hindu University, India

Dr. Shamin Padalkar, Tata Institute of Social Sciences, India

Editorial Board - WCEDU - 2018

Scientific Committee - WCEDU - 2018

v

Dr. Mohammod Moninoor Roshid, University of Dhaka, Bangladesh

Dr. Sujata Bhan, S.N.D.T. Women’s University, India

Table of Contents Page No

World Class Universities: Ten Policies Which Make Them Possible

Heyneman, S. P

02

Future Education in Thailand and APEC Lesson Study

Sae-joo, P, Inprasitha, M , Changsri, N , Boonsena, N

Challenges and Opportunities in Teacher Preparation in meeting the

SDG Goal of Quality Education

Vithanapathirana, M

03

04

Innovation, Reform, Creativity, Transformation in School and

Higher Education in India

Ramaswamy, B

09

01. Effects of Continuing Professional Development on Classroom

Instruction: Teachers’ Reflections

Mokhele-Makgalwa, M. L

13

Oral Presentations

Teacher Education

Keynote Speech

Plenary Speech

vi

02. The Women's Empowerment Model in Improving Family Welfare:

The Family's Culinary Entrepreneurship Pre-Prosperous

Karwati, L, Abdulhak, I, Hatimah, I, Mustakim

14

03. Job Satisfaction, Responsibilities and Relationship among

Colleagues are Catalyst to Educational Transformation

Tahir, Z. M & Salleh, N. M

15

04. Students’ Perceptions of Their Parents’ and Teachers’ Attitude to

Mathematics

Mkhize, M. V

16

09

05. Inculcating Quality Education in the 21st Century Learners through

Quizzing, A Leisure-Educational Activity

Das, R. S

17

06. A Study of Tamil Language Teaching and Learning in Primary

Vernacular Schools in Malaysia

Maniam, V

07. Reflections on Current Implementation of CLT Features in Sri

Lankan Public School English Textbooks

Maradana Gamage, O.V

19

20

08. Implementation of the Learning Model: A Model of Cooperative

Experiential Learning Approach Based on Soft Skills and Hard

Skills

Herwina, W, Kamil, M, Abdulhak, I, Mustakim

09. Arts and Education

Jain, S

10. The Effect of Universal Fairy Tale Cartoons on Student’s Self

Confidence and Perception of Language Learning Process

Özdemir, A. S

21

22

23

Innovative Pedagogy

vii

11. Education and Labor Market: Study of the Vocational and

Technical Education in Secondary School to Improve the Income

of the Youth in Nepal

Neupane, K

24

12. Do Online Courses Deliver What They Promise? A Ten Year Study

Perumalla, C. J , Matthews, S. G , Matthews , Kee, N

25

13. The Implementation of Silih Asah, Silih Asih and Silih Asuh Values

in School Quality Culture: A Phenomenological Study

Takdir, M , Sumarto & Suryana, A

26

14. A Sociological Analysis of the Contribution of Education

towards the Social Inclusion of Children with Disabilities

Ranasinghe, P. K. G. I. L

27

15. Impact of External Academic / Professional Courses on the

Academic Performance of Undergraduates

Tharaka, J. A. D, Liyanage, K. I & Aluthge, L. N

28

16. Mobile Devices as Learning Tools: Towards Critical Thinking and

Higher Order Learning

Anchan, J. P

29

17. A Study on the Practice of Information and Communication

Technology (ICT) and Its Impact on the Communication Behaviour

among the Under Graduation Students of Education

Namdeo, S

30

Education for All

Education Technology

viii

18. Effect of Smart Classroom Teaching on Retention and Academic

Achievement of Senior Secondary School Students of Commerce

Tageja, R

31

19. Using Movie Excerpts in Foreign Language Classes

Aydın, N

32

20. Using Short Films for Teaching Speaking

Akgün, İ. G

33

21. A Comparative Study of Resilience and Happiness among the

Students Studying In Boarding and Day Schools at Senior

Secondary Level of Kurukshetra

Dhall, N

34

22. Preschool Education Segment towards 21st Century

Selvakumar, S

35

23. Living Curriculum in the Healing Forest

Block, L. A

36

24. Kuwaiti L2 English Anxiety and Unwillingness to Communicate

Khalfan, H

37

25. Qatari Mothers as University Students: Motivation and Challenges

Mahasneh, R

26. Resilience in Relation to Academic Achievement and Academic

Stress of Meritorious Girl Students of Kurukshetra

Das, S. K & Sharma, S

38

39

Educational Trends & Challenges

ix

27. Leadership and Successful Curriculum Implementation in

Secondary Schools of Punjab

Mukhtar, S , Arif, S & Faran, M

40

28. Impact of Resilient Leadership on Organizational Wellness: An

Empirical Study

Wadhawan, K

41

29. Relationship between Organization Commitment (OC) with

Organization Citizenship Behaviour (OCB) among Community

College Lecturers in the Ministry Of Education Malaysia

Faizal, A

42

30. Dark Leadership and Education Management in Pakistan

Arif, S

43

31. Professional Licensing of Medical Scientists in Australia and

Around the World

Hicks, A

44

32. Leadership and Governance and Faculty Engagement in

Universities of KSA

Alharbi, E & Arif, S

33. Issues of the Students to follow “The Program for Guaranteed

Thirteen Years of Education to Provide Education for All” (A

Study Based on Central Province, Sri Lanka)

De Silva, D. S. D

45

46

34. Retrieving Financial Tools for Understanding the Digital World

Fernández, J. T, Ana María, S. P & Salvador, C. R

35. Self-Directed Learning as a Base for Sustainable Entrepreneurship

García de Frutos, N, Jorge, T. F & Raquel, A. L

49

50

Virtual Presentations

Educational Administration &, Policy

x

36. Which School Should My Child Go To? A Study of Education

Choice in India

Joshi, R

37. Relationship between Self-Efficacy and Leadership Styles of

School Leaders and Its Implication for Teacher Development

Edwards, A. K, Afriyie, S & Aboagye, S. K

38. Effectiveness of Integrating Computer Assisted Language Learning

(CALL) to Enhance the Level of Motivation in Language Learning

of Medical Students

Ariyarathna, P.A. S. A

51

52

53

xi

MESSAGE FROM THE CONFERENCE CHAIRMAN

My Dear Participants, Esteemed Keynote Speakers, Beloved Plenary Speakers and the

respected Academic Partner,

Delightfully, I being the chairperson, have the greatest honour and privilege of welcoming

you all to the 2nd World Conference on Education 2018.

Today, we have made the amazing day the grand successful day with marvellous gathering

together here,

Cordially, we, the Organizer IAR Conferences, and I, welcome all my reputed eminent

educationists from all over the world to the World Conference on Education -2018 in the

naturally beautiful city, Colombo, the pearl of Indian Ocean.

With sincerity and regularity, the WCEDU - 2018 has offered monumental opportunity of

participation and contribution which is ever glowing like a star in the sky of our lives.

It is wonderful for me to sincerely acknowledge the academic contribution of excellence you

have rendered in various aspects of education and will be presenting in various sessions

which will be a permanent record and reference of book of ever remembrance.

While remembering the Modern Education for the world of future,

Every year children at the age of 5-7 years enter into schools and after 12 years they leave as

young adults. They have to face enhancing demands of stress, competitive situation to get

prepared for longing and happiness not only in living, but also in serving their societies. Our

education has to transform them into mentally, physically suitable members of societies that

are also altering in tune with time. So, change, occurring everywhere, is imminent as well

as inevitable in Education too.

The future of Education for All (EFA) since the Incheon Declaration and Framework for

Action is giving way to a new global regime of educational governance in which education

and in particular learning is linked to sustainable development.

"skills for the twenty-first century" envisaging an increasingly competitive, globalized

and technologically advanced world that schools should prepare for by focusing on a range of

"skills"

A few contributions focus that “Digital technology is regularly positioned as being central to

the establishment of a 'future focused' education system that bestows high quality student-

focused learning opportunities and re-envisioned educational results.

xii

In the section of Teacher education it is observed that in the twenty-first century educators

around the world are being told that they need to transform education systems to adapt young

people for the challenges of a global digital knowledge economy arguing that we have been

working with too narrow a vision of the future.

When Education is facing significant political and contextual challenges that will impact its

future, our eminent educationists investigated teacher educators' views of current trends and

their consequences for teacher education futures.

Nowadays, given current trends, the supply of highly educated workers is not on pace to meet

the demand and there exists skill gap between present trends and future needs.

There is transition from industrial society to a knowledge-based society therefore, the source

of national competitiveness is also changing. In this context, lifelong education has become a

new competitive strategy for all the countries.

Present day three levels observed in the inclusive education scenerios are 1) inclusive policy

framing and proposal, 2) complete implementation of inclusiveness and 3 implementation

with employment opportunities. In majority of countries, the level of practicing the first and

the second is at different percentages from 60% to 100%, while practicing the third is

generally found in a few countries and others have to achieve a lot in this direction.

Three future scenarios indicated are the limits to growth (the great tragedy and demise),

sustainable development, anthropogenic influence and ecological modernization (hope and

innovation). These scenarios are linked to corresponding EE/ESD approaches and

instrumentalism in education is argued as a morally justifiable goal.

Online education is growing rapidly and there is little doubt that it will continue to expand

until it one day encompasses the majority of higher education course offerings.

Since the transition from industrial society to a knowledge-based society, the source of

national competitiveness is also changing. In this context, lifelong education has become a

new competitive strategy for countries.

In conclusions, every subject fulfils society’s needs, importance and values and is a part of

school and higher education and as such there is education everywhere and about everything.

Hence holistic perspective and consideration of all the subjects of studies are the relevant

appraisal indicated here due to their roles in education formation and the integration of all the

subjects with education and thus, education is formed of all the subjects and meant for all

the subjects.

Implications for future research include need of longitudinal studies and research that

integrates quantitative and qualitative methods to elucidate future education orientation for

all, integration of technologies with subject pedagogy, curriculum reform and innovation.

xiii

Also needed are policies and programs that facilitate school bonding and academic

performance and the efforts that focus specifically on enhancing the future education

orientation and academic success.

Further reducing the gap between policy framing for curriculum development with

revitalization and modernization and its implementation at administrative levels and

practicing at classroom levels found at various status is required through effective strategies

and regular manners.

Our contributions in these direction is much appreciable and remarkable.

More and More I am being much pleased to extend my heart-fell warm welcome to you

here again.

I sincerely appreciate the service rendered by our IAR Conferences, Mr. Rekheetha

Pathiranage, and Ms. Kavindri Thilkarathne and thank them immensely and humbly

conclude.

Prof. Athimoolam Sukumar,

Department of Education in Science and Mathematics,

Regional Institute of Education,

National Council of Educational Research and Training, Mysore, Karnataka,

India.

xiv

MESSAGE FROM THE CONFERENCE CO-CHAIR

On behalf of the World Conference on Education WCEDU-2018 committee we would like to

welcome you to Sri Lanka. The committee has worked hard to provide you a quality program

based on the theme of Modern Education for the World of Future.

This exciting conference will provide you a unique platform for an exchange of ideas/

strategies and a venue for sharing and networking. The key note speakers bring to the

conference a wealth of experience related to the area of their interest. We anticipate

stimulating and challenging presentations, workshops and keynote addresses in your area of

interest.

A conference of such as this cannot occur without the support of many people. We extend our

sincere thanks to the convener for his tireless work and that of his committee.

The committee would welcome any feedback from participants which would assist WCEDU

in the organization of future conferences.

We are sure you will enjoy the WCEDU-2018 and the delights of Sri Lanka in general and

Colombo in particular.

Prof. Sushama Sharma

Professor of Special Education

Formerly Dean, Faculty of Education and

Formerly Chairperson

Department of Education

Kurukshetra University, Haryana,

India.

xv

MESSAGE FROM THE ACADEMIC PARTNER

It is an honor for the Faculty of Education, Khon Kaen University (KKU), Thailand to

become academic partners with the Institute of Academic Researchers, Sri Lanka. We are

glad to joining you in the 2nd World Conference on Education - 2018 (WCEDU 2018). The

theme of this year’s conference “Modern Education of the World of the Future”, will act as

the perfect occasion to share new practices in teaching and learning methodology. It will also

be the perfect catalyst for engaging conversations on the various experiences this diverse

field has to offer. With the rapid change brought about through globalization, the education

field must be ready to meet the ever changing demands of our current time.

In our current situation, we are facing many new challenges brought about by our changing

world. Education, like many other facets of life, is changing as well. With change being an

ever-present factor, the education field must constantly strive towards improvement. At the

same time, education should be as accessible, and applicable to those we teach. Nowadays,

learning doesn’t just stop at the classroom, it extends into other facets of our daily lives.

Learning the skills required to navigate the modern world is not enough. Fostering the

foundational technical literacy, competency, and good character qualities will help learners

meet the challenges of the 21st century.

It is with this that I hope WCEDU 2018 will play an important part in a new educational

movement to encounter future change. I hope all participants will meet new friends and

associates from universities and educational institutions. Through this exchange, I hope

further educational development springs forth, ultimately for the benefit of our young

learners and future generations to come.

Assoc. Prof. Maitree Inpraitha, Ph.D.,

Dean,

Faculty of Education,

Khon Kaen University,

Thailand.

2nd World Conference on Education – 2018

KEYNOTE SPEECHES

2nd World Conference on Education - 2018

Page | 2

WORLD CLASS UNIVERSITIES: TEN POLICIES WHICH MAKE THEM

POSSIBLE

Heyneman, S. P

International Education Policy, Vanderbilt University, Nashville, Tennessee, USA

ABSTRACT

Higher education is no longer reserved for an elite portion of the population; rather it is

available to increasing percentages of a typical age cohort and to adults from a divergence of

social backgrounds and in many age groups.

At the same time, increasing attention has been paid to particular universities which have

taken on ‘world class’ status. These institutions have garnered reputations well above other

universities and have had social and economic responsibilities with significant international

impact.

However, these institutions tend to be more situated in some parts of the world rather than

others, and have developed for reasons quite aside from the amount of public financing they

receive. Why is it that world class universities are so unevenly distributed? And if public

monetary investments are insufficient to develop world class universities, what explains their

emergence?

This presentation will outline ten higher education policies which help to explain the growth

of world class universities. It will also discuss the competition in higher education, its

sometimes distortionary effects, and will recommend several ways to reduce these

distortionary effects.


Page | 3

FUTURE EDUCATION IN THAILAND AND APEC LESSON STUDY

1Sae-joo, P, 2Inprasitha, M, 3Changsri, N, 4Boonsen, N

1Student Development Affairs, Khon Kaen University, Thailand

ABSTRACT

Lesson Study is a Japanese way of teacher professional development originated during late

19th century. During late 20th century, it has been implemented in many countries around the

globe. However, we have to keep in mind that Lesson Study has been developed and is

embedded in Japanese society and it is really cultural rooted in Japanese school culture. Thus,

implementing Lesson Study in many countries needs to take into consideration contexts of

those countries and do not expect immediate good results. Although we must keep the spirit

of Lesson Study, teacher learning together, we need to adapt ideas to meet our school culture

and share what we have learned when we implement those ideas.

In the case of Thailand, introducing Lesson Study into Thai schools has influenced not only

the improvement of teaching practice, but also improvement of the system of teacher

education and educational policy. A number of major changes have occurred during the last

ten years since the introduction of Lesson Study and the Open Approach in 2002 by Center

for Research in Mathematics Education, Khon Kaen University. It has a made a great

contribution to improving mathematics education in Thailand. In 2013, there are 60 project

schools using Lesson Study and Open Approach, which including schools from the Southern

and Northern parts of Thailand. Moreover, the center has shared its knowledge through

APEC Lesson Study Project of APEC HRDWG since 2006, which so far 19 APEC member

economies have been participating.


Page | 4

CHALLENGES AND OPPORTUNITIES IN TEACHER PREPARATION IN

MEETING THE SDG GOAL OF QUALITY EDUCATION

Vithanapathirana, M

Faculty of Education, University of Colombo, Sri Lanka

ABSTRACT

The international community adopted the 2030 Agenda for Sustainable Development Goals

(SDGs). SDG4, ‘Ensure inclusive and equitable quality education and promote lifelong

learning opportunities for all’. The focus on teachers and teacher education as one of the three

targets indicating the means of achieving quality education is considered in this address.

The statement emphasizes that a large body of evidence demonstrates that teachers are key to

attain quality education. Teachers can play an important role in improving learning outcomes

if they are adequately trained, supported and managed. As teacher education performs a

central role in the improvement of educational systems there is a dire need for a

transformation in teacher education.

Even though most educators believe the critical presence of teachers is irreplaceable, there

will be many changes to a teacher’s job and to educational best practices. I would make an

attempt to conceptualize the key challenges and opportunities in teacher education in the

context of improving quality of education within the focus of inclusive, equitable quality in

education for all as given by the SDG4 targets related to general education. I would

conceptualize two generic challenges which are as follows:

Teachers should not be technicians who merely follow the instructional guides. The need to

empower the teachers to meet the challenges of any teaching-learning context is a major

persisting gap in teacher development.

Teacher educator quality has been taken for granted and many weaknesses in teacher

education stem from weaknesses of knowledge and skills of teacher educators.

I would take this opportunity to share examples from my research as attempts in harnessing

opportunities to meet the challenges.

Teacher education focused only on monograde pedagogy as a ‘one-size fits all’ focus has not

been effective. Teachers should be empowered to adopt inclusive education approaches to

accommodate all learners with differential needs. Multi-grade and multi-level teaching

approaches are found to be effective as inclusive pedagogies.

Equity can only be achieved through empowering teachers through not only pre-service

education but also through more school-based modalities of in-service education. Rather than


Page | 5

depending on the traditional Continued Professional Development (CPD teacher education

programs, innovations such as school-university partnerships can bridge the gaps in the

quality of professional learning of teachers. Multi-site school partnerships through

collaborations with University academics adopting action research models is a major

approach practiced in elevating the quality of teacher professionals. Teacher education

programs worldwide are developing novel partnership models.

Quality education should produce balanced citizens who can contribute to development. They

need to be world class citizens for which quality teachers are the key. Soft skills

development in teacher education through embedded teacher education curricula are

recommended for 21st century education.

Like all other professionals teachers need to be proficient in using digital technologies as

their main challenge is to foster productive and relevant use of Information Communication

Technologies (ICT) among their pupils. ICT should be a crucial element of teacher education

systems. Teacher education through blended learning frameworks is being researched.

Although blended learning is popular in many contexts it is still in the stage of infancy with

regard to teacher education.

The process of making a teacher educator has no short-cuts. Preparation of high quality

teachers would result in a pool of eligible professionals to become teacher educators.

However, induction of selected teachers to become teacher educators is not automatic.

Teacher educator professional development should be planned. In addition to mentoring

models within institutions for novice teacher educators, world across acceptance is that

irrespective of seniority, an exposure to international contexts of teaching and teacher

education would contribute to teacher educator professional development. The trend that

prevailed was to explore opportunities of immersion in the settings of teacher education in

developed countries. However, this focus has been changed and teacher educator exchange

between developed and developing and/or middle-income countries are popular.

I have highlighted only some of the key interventions for improving teacher education. In

conclusion I would like to emphasize that quality improvement in teacher education must be

prioritized in all systems of education if Sustainable Development Goals are to be attained.


Page | 6


Page | 7

PLENARY SPEECH


Page | 8


Page | 9

INNOVATION, REFORM, CREATIVITY, TRANSFORMATION IN SCHOOL AND

HIGHER EDUCATION IN INDIA

Ramaswamy, B

National Commission for Protection of Child Rights (NCPCR) GOVT OF INDIA, Oriental

Indore University, India

ABSTRACT

The country is currently in a youth bulge phase. It has the largest youth population in the

world—a veritable army of 600 million young people under the age of 25. Fully 28 percent of

the population is less than 14 years of age, and with more than 30 babies being born every

minute, population growth rates are expected to remain at around 1 percent for years. India is

expected to overtake China as the largest country on earth by 2022 and grow to about 1.5

billion people by 2030 (up from 1.34 billion in 2017). The UN projects that Delhi will

become the largest city in the world with 37 million people by 2028.This demographic

change could be a powerful engine of economic growth and development: If India manages

to modernize and expand its education system, raise educational attainment levels, and

provide skills to its youth; it could gain a significant competitive advantage over swiftly

aging countries like China.

The article throws light upon school and higher education sector in India and also gives a

glimpse of current developments, challenges and future prospects.

Keywords: Innovation, Reform, Creativity, Transformation, Higher Education, Growth of

Distance Education.


Page | 10


Page | 11

ORAL PRESENTATIONS


Page | 12


Page | 13

[01]

EFFECTS OF CONTINUING PROFESSIONAL DEVELOPMENT ON CLASSROOM

INSTRUCTION: TEACHERS’REFLECTIONS.

Mokhele-Makgalwa, M. L

University of the Free State, South Africa

ABSTRACT

The need for high quality continuing professional development is a central component in

nearly every modern proposal for improving the quality of education in South Africa and

abroad. As part of the education reform processes, many nations are also investing in teacher

education as a major engine for driving the changes in the classrooms. However, many

teachers, especially in developing countries, do not have the necessary skills to do this nor are

they equipped to confront the challenges and adverse conditions they face in trying to

improve the quality of education in schools. It is therefore necessary to provide appropriate

and relevant high quality professional development to ensure that teachers are equipped with

the necessary knowledge and skills for changing classroom practices and improving learner

performance. Funders, educators and researchers all suggest the need for high quality

professional development in improving the quality of education in schools. Unfortunately,

researchers strongly agree that current approaches, offered to teachers do not meet the

definition of effective professional development. Many continuing professional programmes

often fail to consider the impact on the teaching and learning in general, and focus almost

exclusively on teachers. Using a qualitative case study design, this research seeks to

understand teachers’ reflections on the effect of continuing professional development on

classroom instruction. To collect the necessary data, ten teachers who participated in one of

the teacher professional development programmes were interviewed in detail using semi-

structured interviews. All the participating teachers signed the consent forms to demonstrate

their willingness to participate in the study. The findings of the study show that teachers find

the professional development programmes personally meaningful with regard to the content

knowledge and pedagogical content knowledge acquired in the cluster meetings and

professional development workshops. From the data that was collected, the study concludes

that not many teachers are involved in the planning and the designing of the curriculum. The

recommendation of the study is therefore that teachers should not only be involved in the

implementation but also in the planning and the designing of the curriculum.

Keywords: Professional Development, Content Knowledge, Classroom Practices,

Pedagogical Content Knowledge.


Page | 14

[02]

THE WOMEN'S EMPOWERMENT MODEL IN IMPROVING FAMILY WELFARE:

THE FAMILY'S CULINARY ENTREPRENEURSHIP PRE-PROSPEROUS.

1Karwati, L, 2Abdulhak, I, 3Hatimah, I, 4Mustakim

1,2&,3Community Education Department, Indonesia University of Education Bandung,

Indonesia

4Community Education Department, Siliwangi University, Indonesia

ABSTRACT

Women's empowerment activities have been carried out by the Indonesian government and

the private sector. This program has not shown a significant impact on improving family

welfare. Family welfare is a benchmark for the prosperous society, financially, spiritually, the

harmonious relationship, and balanced. This condition needs to be studied in depth about how

to women's empowerment through entrepreneurial activities in the field of cooking. It can

improve family welfare. The purpose of this research was to find a model of women's

empowerment that is in accordance with the local potential of the community to improve

family welfare, increase income, increase spiritual, harmonious relationships and balanced

among community members. This study uses research and development methods, with data

collection techniques using literature study, observation, interviews, documentation, and

questionnaires. Based on the analysis of research data, it was found that by developing a

model of women's empowerment in accordance with local potential as an effort to solve

socio-economic problems of the community, adding spiritual values, increasing relations with

community members became harmonious, and balanced.

Keyword: Women's Empowerment, Family Welfare, Entrepreneurship, and Pre-Prosperous.

.


Page | 15

[03]

JOB SATISFACTION, RESPONSIBILITIES AND RELATIONSHIP AMONG

COLLEAGUES ARE CATALYST TO EDUCATIONAL TRANSFORMATION.

1Tahir, Z. M, 2Salleh, N. M

1,2Department of Education, Federal Territory of Kuala Lumpur, Ministry of Education,

Malaysia

ABSTRACT

Educational transformation is a major agenda in efforts to improve the education level in

Malaysia. The 21st century education era requires leaders to play a meaningful role in

leading, guiding and encouraging schoolchildren under their leadership. In managing schools,

it is evident that the Principals and Headmasters (PGB) are faced with various issues and

challenges which sometimes are burdensome to other school community and stakeholders.

Despite the great deal of responsibility, the level of job satisfaction and good relationship

amongst staff would help solve the problems of the administrators. Thus, this study aims to

identify the extent of PGBs’ confidence to transform education by looking at responsibilities,

job satisfaction and relationship with colleagues. A total of 212 PGB had been selected as

respondents and data analyzed using SPSS version 23 for descriptive analysis, while AMOS

22 is used for advanced statistical Structural Equation Modeling. The finding shows that the

value of goodness of fit model of PGB educational transformation is good with reading

chisquare/df =2.277, CFI =.966, p=0.00 and RMSEA = .078. The relations among

responsibilities, job satisfaction and relationship with colleagues directly contributed 43%

(R2=.43) to PGB's confidence to transform education at school. This means that the

transformation is apparent in spite of the various issues and challenges. It is hoped that this

PGBs’ confidence level will continue to increase as Malaysia's education system needs to

undergo a transformational shift in line with the country’s vision and the advancement of

education internationally.

Keyword: Transformation, Leadership, Governance, Quality.


Page | 16

[04]

STUDENTS’ PERCEPTIONS OF THEIR PARENTS’ AND TEACHERS’ ATTITUDE

TO MATHEMATICS.

Mkhize, M.V

University of KwaZulu-Natal, South Africa

ABSTRACT

Mathematics is integral to the successful study of accounting. The purpose of the study was

to determine pre-service accounting students’ perceptions of attitudes to mathematics among

their parents and teachers. The setting for this study is a higher education institution in

KwaZulu-Natal, South Africa. This study included a convenience sample (quantitative) of

255 pre-service accounting teachers from the Higher Education Institution (HEI) in South

Africa, and a purposive sample (qualitative) of 18 students was drawn. Data collection was

through the Fennema-Sherman Mathematics mother’s, father’s and teacher’s attitude scales

and an interview schedule designed by the researcher. A sequential explanatory design and

sampling were employed. Data was analysed using SPSS for quantitative data, transcribed

and analysed qualitatively for interviews. The study revealed that the Fennema-Sherman

Mathematics mother’s, father’s and teacher’s attitude scales scores are strongly positive

towards mathematics. The out-of-home influences, teachers and friends, were ranked higher

than home influences, for example, mother, father and siblings. There are different degrees of

support from the home. Most students agreed on the significance of support from the home,

whether from mother or father or from siblings or other relatives. The male, Indian, English

and suburban students perceived their mothers as more encouraging, supporting, and

affirming their efforts in mathematics, while female, Indian, English, mathematics and

suburban students perceived their fathers as more encouraging, supporting and affirming their

efforts in mathematics (p < .050). More students “strongly agreed” that the support came

from school. Support came from teachers and peers/friends. Teachers and friends as a result

occupy a key role in developing positive attitudes towards mathematics. Female, Indian,

English, Mathematics and suburban students perceived their teachers as more encouraging,

supporting and affirming their efforts in mathematics (p < .050). In a South African context,

teachers and friends/peers occupy a more significant role in developing positive attitudes

towards mathematics than do parents and siblings. Should the instrument be used again, it

would be appropriate for the South African environment to deliberate on support from family

members, rather than simply from mother and father.

Keywords: Mathematics, Father and Mother Mathematics Attitude and Teacher Mathematics

Attitude.


Page | 17

[05]

INCULCATING QUALITY EDUCATION IN THE 21ST CENTURY LEARNERS

THROUGH QUIZZING, A LEISURE-EDUCATIONAL ACTIVITY.

Das, R. S

Vidyasagar Shishu Niketan, Midnapore, India

ABSTRACT

Introduction: These days both students as well as their educators (parents and teachers) have

become cocoons of curricula, routine bound and mechanical in action and outlook. In

addition, several factors like rapid urbanization, nuclear family, working parents, ever-

increasing materialistic demands of both parents and their children, scarcity of open space are

a few of the irrevocable social problems that the students face. These lead them to become

addicted to mobile phones, cartoons, video and mobile games and social media. The ill

effects of these are manifold that includes reduction in one’s ability to dream, imagine and

think. It also hampers the ability of the children to master the three basic ‘R’s of education:

Reading, Writing and Arithmetic. This calls for finding viable and effective counter measures

to tackle the above-mentioned problems.

Objectives: The present study was undertaken to know whether quizzing can be an effective

instructional strategy for all the students as well as to the educators (parents and teachers). It

has been found that quizzing inevitably leads to an increase in students’ engagement, their

development of perception through enthusiastic preparation which urges them to know this

world and encourages them to ask questions rather than memorizing certain pre-fixed

answers to a fixed set of questions. All these inevitably lead to enhancement in their

academic performance. Quizzing can also encourage the educators to become more involved

in the concerned subject, which will push both educators and students towards interaction, the

best way to impart as well as absorb knowledge.

Materials and Methods: A pool of about 500 students from the age group of 6 to 12 years

[Class - I to Class - VII] was made irrespective of the academic records as well as intellectual

skills of the students. Then smaller groups were formed consisting of about 20-25 students

based on their class. Each group of students was engaged in several interactive weekly

sessions spanning over 2-3 hrs. In these sessions students were made aware of several

important issues like nature and wildlife, international organizations (United Nations,

UNICEF, WHO, Greenpeace, WWF) and their endeavor towards creating a better world,

people of different countries and their lifestyles (food, clothing, rituals and festivals), heritage

(UNESCO World Heritage sites), culture (music, art, literature, history, films and

documentaries), science and technology, sports, both events and bodies (IOC, FIFA, ICC),

countries (flags, maps, international boundaries), the important national and international


Page | 18

days and corresponding dates we observe throughout a calendar year, general knowledge and

current affairs. After about 6 to 8 interactive sessions, the students were then divided into 8

teams comprising of 4 students each. These teams took part in several quiz sessions of one

hour duration twice a month.

Finally, a quarterly assessment of all these 500 students was done through several Multi

Media based Quiz competitions to assess their grasp of knowledge. A comparative study

was also carried out regarding their school performances both prior to, and after, all these

sessions in order to measure the effectiveness of in-class quizzing.

Results and Discussions: Employing the above methods, it had been observed that for all

type of studies [both curricula and co curricula] both the educators as well as the students felt

inspired to search available information by accessing internet. This included proper use of

technology, newspapers, magazines, books and all other resources which teach them the art

of effective data mining. Each of them was encouraged to share the gathered information

with their colleagues and team members. This inculcated into them a team spirit and to value

everyone’s contributions in order to achieve a common goal and acknowledge it. It also

generated awareness towards the need of preserving the nature and natural resources as well

as embedded the sense of social and moral values in each of them.

The students involved in quiz sessions imbibed a sense of responsibility when the team was

in crisis. Their level of alertness increased. The sessions were able to arouse in them the

queries like ‘What?’, ‘Why?’, ‘How?’, ‘Where?’, and since ‘When?’ It also ignited their

potentiality. Thus learning things through quizzing was an attractive and an effective strategy

that not only supplemented the curricula-based education but also complemented it to a large

extent. This boosted up a student’s interest in learning not only from a few curricula-based

text and reference books, but also kindled an imagination to explore all other resources in this

era of information boom which will enrich each of them and help them in their future

endeavors towards a better life.

Keyword: Quiz, Quest for Knowledge, Educators, Learners, Interactions, Data Mining and

Sharing, Enthusiastic Participation, Kindling Imagination.


Page | 19

[06]

A STUDY OF TAMIL LANGUAGE TEACHING AND LEARNING IN PRIMARY

VERNACULAR SCHOOLS IN MALAYSIA.

Maniam, V

University of New England, Australia

ABSTRACT

Tamil language has been taught in Malaysia for over 150 years first under British rule and

then, in the context of independent nation in primary vernacular schools. This paper reports

that study which aimed to (1) the history of teaching Tamil in Malaysia under British colonial

rule, as well as any changes after Malaysia become an independent nation; (2) the current

situation in terms of primary school enrolments in Tamil, the curricula being used, the

qualifications and competence of Tamil teachers, and student outcomes, as revealed in levels

of proficiency in Tamil in Primary School examination results. Information about these

aspects were available through public documents, government reports and media commentary

in English and Tamil. Historically, Tamil was taught in Malaysia under colonial rule in

vernacular primary schools, which after received small government grants. The development

of curricula and teacher qualifications in Tamil vernacular school is still far below the

standard set by the Malaysian Education Ministry. In students’ learning outcomes, concern

has been expressed over deteriorating proficiency in Tamil literacy in the Year 6 Primary

School Certificate examinations. This paper will discuss in details about the Tamil language

teaching and learning in primary vernacular schools in Malaysia.

Keywords: Tamil Language, Vernacular Schools, Malaysia, History of Education.


Page | 20

[07]

REFLECTIONS ON CURRENT IMPLEMENTATION OF CLT FEATURES IN SRI

LANKAN PUBLIC SCHOOL ENGLISH TEXTBOOKS.

Maradana Gamage, O.V

Hallym University, South Korea

ABSTRACT

The present study has analyzed Sri Lankan public school English textbooks which are

currently in use from grade three to grade twelve. The textbooks were analyzed according to

selected Communicative Language Teaching (CLT) features and Interethnic Communicative

Competence (IEC). The author has developed two checklists to analyze the textbooks. The

first checklist consists of ten CLT features and the second checklist consists of four main

concepts representing IEC. The findings suggest that the textbooks utilized in this study do

not reflect the selected CLT features which are expected to improve learners' communicative

ability. The IEC checklist findings suggest that the selected textbooks have not paid much

attention to illustrate interethnic communicative competence through textbooks. The

textbooks have not successfully demonstrated local ethnic cultures to improve learners'

interethnic communication. The study has concluded with further research suggestions for

textbooks in Sri Lanka. The findings of this study can be used as suggestions for Sri Lankan

public school textbook development in the future.

Keywords: Communicative Language Teaching, Interethnic Communicative Competence, Sri

Lankan Textbooks, Sri Lankan English Language Teaching Context, Textbook Analysis.


Page | 21

[08]

IMPLEMENTATION OF THE LEARNING MODEL: A MODEL OF

COOPERATIVE EXPERIENTIAL LEARNING APPROACH BASED ON SOFT

SKILLS AND HARD SKILLS.

1Herwina, W, 2Kamil, M, 3Abdulhak, I, 4Mustakim

1,2&,3Community Education Department, Indonesia University of Education Bandung,

Indonesia

4Community Education Department, Siliwangi University, Indonesia

ABSTRACT

The learning process is the core of teaching and learning activities. Conventional learning

approaches to course institutions and skin beauty training in the modern era is now a

fundamental problem. In general, course and training institutions use a pedagogy approach by

prioritizing the ability of students' hard skills. Along with the times, the demand for soft skills

is an important value in the learning process. The competence of soft skills and hard skills for

students becomes an important value in entering the workforce. The purpose of this research

is to describe the implementation of learning models in course institutions and skin beauty

skills with a cooperative experiential learning approach based on soft skills and hard skills.

This study uses mixed methods, with a research design of explanatory sequential design.

While data collection techniques use questionnaires, interviews, observation and

documentation. Based on the analysis of research data, it was found that the model of

cooperative experiential learning approach based on soft skills and hard skills can increase

students' knowledge, relationships, and participation in the community, as well as creating

new entrepreneurs.

Keyword: Learning Model, Cooperative Experiential Learning, Soft Skills, and Hard Skills.


Page | 22

[09]

ARTS AND EDUCATION.

Jain, S

Plan International, India

ABSTRACT

Arts integration in the education is essentially education in its holistic form. The use of arts

both in form content and skills from the arts provides an opportunity to use the arts as a

means (to improve curricular achievement) as well as an end (improved artistic abilities and

use of talent) in itself. Arts Integration occurs when there is a seamless blending of content

and skills between an art form and a co-curricular subject. This form of holistic educational

experience is highly effective in engaging and motivating students. It supports academic

achievement and improved social behavior of students while enhancing school climate and

parental involvement.

Plan will implement the arts integration program, as a collaborative effort with a group of

local artists in government schools in a backward village in rural Rajasthan in India to infuse

arts instruction across the curriculum through the various subjects that are taught in

government primary schools. This program will not only bring the families, communities and

schools together to ensure all children come to school and learn, but also to make them

lifelong learners. The schools will thus, become the center of community life.

Plan India will achieve this by engaging local artists for formal teacher training programs on

arts forms. Teachers are then expected to use the knowledge in the classrooms to teach

various subjects as well as to improve the artistic talents of their students.

Keywords: Art, Education, Community, School, Pedagogy, Teacher.


Page | 23

[10]

THE EFFECT OF UNIVERSAL FAIRY TALE CARTOONS ON STUDENT’S SELF

CONFIDENCE AND PERCEPTION OF LANGUAGE LEARNING PROCESS.

Özdemir, A. S

Anadolu University School of Foreign Languages, Turkey

ABSTRACT

As we know, some fairy tales are universal, and these tales take their place in our lives from

early ages either through the school, through the story books we read, or through the cartoons

we watch. For this reason, I tried to benefit from these prior knowledge, which are mostly

based on the childhood of the students, to increase their self confidence in foreign language

learning, to increase their interest in the lesson, to increase their vocabulary knowledge, to

make the lesson fun and, finally, to help them realize the cultural similarities and differences.

When compared to English, French is a less popular language and may not find itself as much

place in students’ minds as English. So it’s fair to say, at least for our case, that students start

learning French from scratch. In order to help them adapt themselves to the language learning

process, I made use of universal fairy tales. I planned a one-month long lesson plan, two

hours each week. In these lessons they watched different cartoons subjects of which they are

familiar with from their Turkish versions. At the end of the one-month period I interviewed

the students face to face and asked them about the effects. Results were mostly positive and

most students claimed that it had exceptionally a positive effect on their self-confidence and

their perception of their own listening abilities.

Keywords: Cartoons, Motivation, Self Confidence.


Page | 24

[11]

EDUCATION AND LABOR MARKET: STUDY OF THE VOCATIONAL AND

TECHNICAL EDUCATION IN SECONDARY SCHOOL TO IMPROVE THE

INCOME OF THE YOUTH IN NEPAL.

Neupane, K

United School, Nepal

ABSTRACT

Linking education and labour market is crucial for the economic betterment of youth as well

as economic development of a nation. Education, and especially Technical and Vocational

Education (TVE) prepare youth to make gainful income through easy access to labour

market. This study headed toward finding the requirements for school education to reduce

unemployment, improve gainful employment, and improve income of the youth in Nepal. To

reach to the conclusion, Qualitative Research approach was used. Primary and secondary data

were interpreted and analyzed. The participants of the research were unemployed youths,

students who went for abroad study after passing grade 12, District Education Officer, School

Inspectors and School Principals. The study concluded that school education in Nepal rarely

addresses anything to make students skillful to enter to the labour market and that is why they

have difficulties in supporting their further study, be it inside the country, be it abroad. Thus,

school education should include minimum technical and vocational skill either in the subjects

which the students are studying or through a new subject. The findings of the research will be

beneficial for the actors of education and labour market in the context of less study about the

labour market relevance of school education.

Keywords: Education, TVE (Technical and Vocational Education), Labour Market,

Employment.


Page | 25

[12]

DO ONLINE COURSES DELIVER WHAT THEY PROMISE? A TEN YEAR

STUDY.

1Perumalla, C. J, 2Matthews, S. G, 3Matthews, 4Kee, N

1,2,3&4Department of Physiology, University of Toronto, Canada

ABSTRACT

The Department of Physiology at the University of Toronto (UofT) was one of the first

institutions to provide a fully operational online physiology course in 2008. Ten years

running, this online course has provided us with unique insights and sufficient data on the

efficacy of online learning from the learner perspective. This online course was originally

developed to provide a near university educational experience for students living outside the

Greater Toronto Area, particularly for those who were either preparing for a second career in

health sciences and needed a physiology course as a prerequisite. However, from the onset

we had a variety of students including undergraduate students from other universities who

were taking this course as a transfer credit and our learners hailed from different regions of

Canada, USA and other countries. Regular student surveys were conducted to understand the

impact of this course on student learning, and if it assisted in fulfilling their career goals.

These results will be discussed. Furthermore, this course was morphed to create other online

physiology courses to cater to students in several programs on the UofT campus. We will

discuss the differences and similarities on student experiences between non-UofT students

taking our online course via distance education and those UofT students taking online

physiology courses as part of their program requirement.

Keyword: E-Learning, Online Courses, Distance Education.


Page | 26

[13]

THE IMPLEMENTATION OF SILIH ASAH, SILIH ASIH AND SILIH ASUH

VALUES IN SCHOOL QUALITY CULTURE: A PHENOMENOLOGICAL STUDY.

1Takdir, M, 2Sumarto & 3Suryana, A

1,3Educational Administration Department, Indonesia University of Education Bandung,

Indonesia

2Vocational Technology Education Faculty, Indonesia University of Education Bandung,

Indonesia

ABSTRACT

Value is the basic meaning of life. It is formed by mindset and behaviour of every individual

in social activities, including in the educational process in school. The school stakeholders

have a standard value that is actualized in any activities which taking place in the school

environment. The purpose of this research is to know the form of the implementation of the

values of silih asih (providing affection), silih asah (stimulating potential) and silih asuh

(fulfilling the needs) as the local genius values which are internalized in stakeholder activities

to build school quality culture. This research used the qualitative approach from the

phenomenology method. The participants are the stakeholders of Junior High School at

Purwakarta, Indonesia. The value of silih asah is formed by self capacity building through

training program and continuing studies to all teachers and staff, the students are involved

actively in the some academic and non academic competitions, peer group learning, strong

motivation from principal to all school citizenship to be competence and professional. The

implementation of silih asih is formed by the sincerity of teachers and staff in serving the

students learning needs, a harmonious relationship between the principal with teachers and

staff, brotherhood and mutually protect between students, as well as the existence of a weekly

program to repair the relationship between the whole of school stakeholders in creating a

friendly environment and social care. The value of silih asuh is formed by the student

attitude, effective communication between principal with teachers and staff, teachers with

staff, as well as the principle 'right man on the right place' in carry out the duties and

responsibilities of all stakeholders by professionally and proportionally. Thus, these values

become a school culture that binds personal and organizational behaviour.

Keywords: Value, Local Genius, Quality Culture, Phenomenology.


Page | 27

[14]

A SOCIOLOGICAL ANALYSIS OF THE CONTRIBUTION OF EDUCATION

TOWARDS THE SOCIAL INCLUSION OF CHILDREN WITH DISABILITIES.

Ranasinghe, P. K. G. I. L

University of Colombo, Sri Lanka

ABSTRACT

When considering about the imperative fields in children with disabilities, one of most

significant area is their education. Specially, education is a hub that various children would

meet together and it’s a center of training for future generation. Therefore ‘what would be the

contribution of education towards the social inclusion of children with disabilities?’ is a field

that needed to be addressed more effectively. The objective of this research study is to find

out the contribution of education for the social inclusion of children with disabilities. A

school which teaches children with disabilities separately, has been selected as the research

field. Thematic analysis has used for the data analysis and research methodology has

developed in accordance with the research question. Hence this is a sociological study,

sociological theories and concepts has been used to analyse data. Because of different social,

cultural, economic and political factors, the education system in Sri Lanka provides less

contribution for social inclusion of children with disabilities. Concept of gender has affected

to children with disabilities too. Bring forth of workforce who match with the competitive

education and capital market is the main objective of current education. With the concept of

‘disability’, both individual and social profiles should be considered. Many programs,

policies and activities are conducting to strengthen the education of children with disabilities

in Sri Lankan education system; hence these students are not excluded from the educational

structure. But due to the weakness of poor conduction of above principles and activities, they

are marginalized and those aren’t carrying out in accordance with an ideal structure.

Keywords: Disability, Education, Exclusion, Marginalization, Society.

.


Page | 28

[15]

IMPACT OF EXTERNAL ACADEMIC/ PROFESSIONAL COURSES ON THE

ACADEMIC PERFORMANCE OF UNDERGRADUATES.

1Tharaka, J. A. D, 2Liyanage, K. I, 3Aluthge, L. N

1Department of Mathematics, Faculty of Applied Sciences, University of Sri

Jayewardenepura, Sri Lanka

2Department of Mathematics, Sri Lanka Institute of Information Technology, Colombo, Sri

Lanka

3Department of Decision Sciences, Faculty of Management Studies & Commerce, University

of Sri Jayewardenepura, Sri Lanka

ABSTRACT

In the competitive world today, it is common for students to either follow two or more

degrees or a professional qualification in parallel with the ongoing degree to stand out as a

professional, since obtaining a basic degree from a university does not necessarily guarantee

one’s aptness in the job market. In this research it was aimed to investigate the impact of

academic/professional courses outside the university on the academic performance of a

student. Further, the factors contributing in following a secondary qualification were studied.

A questionnaire-based quota sampling method was utilized to collect data from 150 students

out of the 1986 undergraduates of the Faculty of Applied Sciences, University of Sri

Jayewardenepura. Minitab 14 was used to analyze the data. The main measure used for

evaluating the academic performance of a student was Grade Point Average (GPA). It was

discovered that there is no significant difference in actual GPA means of respondents who

follow outside courses against respondents who do not follow an outside course and hence it

can be concluded that there is no impact on academic performance by following an external

qualification. The following factors significantly influence on following an outside course;

family income being more than Rs 40 000, following a special or honors degree, being male,

domestic residence and being a 2nd time A/L attempter. Most of the students having

attendance more than 75% do not follow outside courses. It was observed that when the

attendance to the lectures increases, GPA increases as well.

Keywords: Academic Performance, External Qualifications, Undergraduate.

.


Page | 29

[16]

MOBILE DEVICES AS LEARNING TOOLS: TOWARDS CRITICAL THINKING

AND HIGHER ORDER LEARNING

Anchan, J. P

Faculty of Education, University of Winnipeg, Canada

ABSTRACT

Successful integration of emerging technologies - including mobile devices as learning tools

within the classroom environment, entails intentional and focused planning along with

relevant training as the key precursors to the implementation of purposeful pedagogical

practice. A focused professional development goes beyond the traditional 1-3 days of

intensive overloaded workshops and sessions. It rather includes a long-term, purposeful and

planned strategy that considers designated budget, specific objectives, allocated staff time for

dedicated training, and clear assessment rubrics. These approaches may include

pedagogically sound approaches with validated educational models administered within a

social constructivist framework that can enhance the learning environment and also

effectively engage the learners. This approach would also focus on the nature of using

software applications. Learning should go beyond the prevalent Wiggle Knowledge into

Deep Knowledge Learning. Meaningful learning entails critical and higher order thinking.

Historically, the lack of staff training has caused misapplication of emerging technologies

impeding the adoption of such approaches. In the absence of meaningful professional

development, technology as a tool can be a hindrance to learning. The current dissatisfaction

and skepticism among many teachers regarding newer technological tools are valid due to the

misguided perfunctory exercises in the introduction of emerging technologies. The success of

any new initiative depends on expenditures directed at professional development rather than

solely on the cost of equipment and infrastructure. The efficient use of computers become

foundational success to meaningful learning. It thus focuses on the educator rather than the

technology. As the U.S. writer and editor Eleanor L. Doan (1914-2010) once famously said,

"Good tools do not make a good teacher, but a good teacher makes good use of tools." This

presentation will critique the current practices of integrating emerging mobile technologies.

The discussion will also provide specific pedagogical approaches to meaningful integration

of emerging technologies within a learning environment.

Keywords: Teacher education, Pedagogy, ICT in Education.


Page | 30

[17]

A STUDY ON THE PRACTICE OF INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) AND ITS IMPACT ON THE COMMUNICATION

BEHAVIOUR AMONG THE UNDER GRADUATION STUDENTS OF EDUCATION.

Namdeo, S

BTIE-College, Sagar, India

ABSTRACT

“Learning every think that is good from others, but bring it in and in your own way absorb it,

do not become others”-Swami Vivekananda.

The growth of Information and Communication Technology (ICT) has challenged the

traditional method of teaching and changed the educational landscape globally. The use of

ICT method develops the students – teacher relationship, where the teacher acts as an

observer, standing back to let learning happen and lets the students solve some problem at

their ends. The ICT is used in modern teaching to promote interaction, creativity, active

learning and high order thinking. Education is the driving force of economic and social

development in any country and considering this, it is necessary to find ways to make

education of good quality, accurate, accessible and affordable to all, using the latest

technology available. The introduction of the Wi-Fi system at every universities of India has

led to the growth of education system, where accessibility and accountability of subject

matter is made readily available to the students on their hand set.

The above mentioned study is completed with the submission of dissertation at the

Department of Education during my last semester of M.Ed. The main objectives behind the

study are to check how effective the treatment was after the Diagnostic test. Researcher used

the End Line tool (Post-Test) and Diagnostic tool (Pre-Test) to clear/solve the perception and

illusion behind the use of ICT. The Diagnostic Tool was administered in January, 2018 and

End Line Tool was administered in April, 2018. ‘Paired T Test’ is used for analyzing the

assessment result in order to study the effectiveness of ICT among UG students of Integrated

Education stream.

Keyword: Dissertation, Diagnostic Tool, End Line Tool, ICT.


Page | 31

[18]

EFFECT OF SMART CLASSROOM TEACHING ON RETENTION AND

ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS OF

COMMERCE.

Tageja, R

Department of Secondary Education, Haryana Government, India

ABSTRACT

Heavy bags full of text books and Sad faces of the kids walking to the school bus, to be

taught some facts from textbooks which have not been updated from so many years, to

further repeat these facts during exam time, to compete for marks as if lives of students and

parents depend on it only. Some of the schools have started using smart classrooms to shape

young minds and as ways and means to make studies more of a 'fun' activity as per the norms

of National Curriculum Framework (2005). Now the question arises as whether teaching in

smart classrooms affect retention and academic achievement of students positively. The

present study was an attempt to investigate the smart classroom teaching in relation to

retention and academic achievement. The study has an important bearing on education in

India where majority of students are taught through the chalk and talk method. It indicates

that students can be taught better through innovative methods of teaching like through smart

classroom. The study was an experimental study including Pre-test and Post-test method,

conducted on the students studying in commerce stream in class 11th in senior secondary

school where these students were taught through smart classroom and through traditional

method. In view of inevitable limitation of technology, the present study has wider

implications for teachers and students. It has been found that there is a significant relationship

between the academic achievement and retention of the students when taught through smart

classroom and traditional classrooms. Therefore, the smart classroom teaching is very

effective and help students to improve their retention and subsequently improve their

academic achievement.

Keywords: Smart classroom, Achievement, Retention. Secondary school students.


Page | 32

[19]

USING MOVIE EXCERPTS IN FOREIGN LANGUAGE CLASSES.

Aydın, N


ABSTRACT

Authenticity has always been pointed out as one of the core elements during the process of

language teaching. Movies are undoubtedly one of the best authentic materials available

anytime, anywhere for the purpose of language teaching. As emphasized by Champoux

(1999) movies are especially useful for teaching abstract themes and concepts, which is what

language learning is all about, due to their abundant visual references. Moreover, integrating

movies into language classes is likely to engage students into the language learning process

more actively by enhancing their motivation. In this respect, to have a better insight on how

the students perceive and react to use of movies in the lessons, an extensive 2 week lesson

plan was designed. During this 2 week period, in total of two grammar topics were covered

with assistance from various movie fragments. Introduction of the grammar topics were made

by presenting a movie excerpt to students related to each grammar topic. These excerpts were

carefully chosen and implemented so as to include the target grammar point as their main

focus point. At the end of the two weeks period students were interviewed and their reactions

and responses were noted down. It was clear from the results that introducing grammar topics

with the help of movie excerpts has numerous positive effects on students.

Keywords: Movies, Motivation, Foreign Language Teaching.


Page | 33

[20]

USING SHORT FILMS FOR TEACHING SPEAKING.

Akgün, İ. G


ABSTRACT

Establishing a comfortable and intriguing learning environment has always been a tough

challenge in Language teaching. Among the numerous ways to overcome this challenge,

films stand out as one of the most involving and entertaining solutions. As stated by Stoller

(1988) because of the unique experience they provide the learners with, films play a vital role

in combining motivation and a purposeful learning due to their abundant cultural and

linguistic variety. In our case, two-hour-long afternoon classes are mostly percieved as being

redundant and hard to bear by many students after four-hour-long morning classes. In order

to overcome this problem we came up with the idea of using short films in the afternoon

classes as a supporting material for the curriculum followed in our school. Initially, we found

short films in parrallel with our learning outcomes. During the process these movies were

used as the main material of the lesson plans of the afternoon classes with a special focus on

practicing their speaking skills. At the end of the term, students were asked to comment on

the efficiency of these speaking-based lessons. Their feedback was collected through face to

face interviews. The results were mostly very positive. It was also clear from the interviews

that apart from improving their speaking skills these lessons were helpful for their listening

skills.

Keywords: Short Films, Speaking, Motivation.

.


Page | 34

[21]

A COMPARATIVE STUDY OF RESILIENCE AND HAPPINESS AMONG THE

STUDENTS STUDYING IN BOARDING AND DAY SCHOOLS AT SENIOR

SECONDARY LEVEL OF KURUKSHETRA.

Dhall, N

Gita Niketan Awasiya Vidyalaya, Kurukshetra, India

ABSTRACT

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or

significant sources of stress. It is an asset we are all born with and if It is not nurtured

properly it would wither and fade. Resilience equips essential life skills,cope up with

challenges,self confidence,self worth,positive perspectives which are all the essential

ingredients for happiness(Luthar,2000).The best way to nurture happiness in the children is to

prepare for the adversities which they are going to face in life. Warmth, responsiveness,

consistent guidance given by the parents contributes to the resilience of the

children.Boarding life expands the social life of the students on one hand but at the same time

takes the students away from the protective environment of the family which plays an

important role in nurturing the resilience and happiness. The present research investigates the

mediating role of Resilience in relation to happines of the students studying in boarding as

well as day schools at the senior secondary level of Kurukshetra.The study used correlation

as a method to mesure the relationship between Resilience and happiness and 't' to measure

the difference in resilience and happiness of the students studying in boarding as well as day

schools.The research population connsisted of 300 students from different schools of

Kurukshetra with the simple random sampling method to answer the questionnaires. To

measure the variables of the research, the scale of Resilience Assessment Questionnaire

(RAQ) developed by the researcher(2015), and Oxford happiness (1989) are utilized for

collection of the data. The results are attained by using the method of structural equation

modeling, product moment correlation and 't' test. In addition, according to the results, there

exists significant relationship between Resilience and happiness .In this pattern, all the

regression weights were significant from a statistical perspective, and in general, the results

show that Resilience affects happiness and the significant difference is found in the resilience

and happiness of Boarding as well as students studying in day schools. The students in the

day school were more resilient and happy as compared to the boarding students. This

research will be a practical contribution for educational institutes and universities.


Page | 35

[22]

PRESCHOOL EDUCATION SEGMENT TOWARDS 21ST CENTURY.

Selvakumar, S

University of Mysore, India

ABSTRACT

Aims and Objectives

Preschool education aims to provide high quality care and education for children and secure a

foundation for learning.

These schools play a key role in boosting the self-esteem of your children and optimize their

learning habits to mould them into future leaders.

Introduction

Preschools that teach basic life skills in a global educational environment help in cultivating a

love of learning that goes a long way towards making your child school-ready. This is why

parents who are aware of the importance of quality early education are taking the preschool

route to develop the social, emotional, linguistic and cognitive skills of their children.

Current Scenario of Preschool Market in the World

A market research report released in December 2017 by London-based market research firm

Technavio revealed that pre-school sector in India is likely to achieve a compound annual

growth rate of approximately 32% in next three to four years. Taking into consideration the

huge parental demand for preschools, the key players in the preschool sector are expanding

wings across the length and breadth of countries. As a result, the pre-school market is

witnessing an exponential growth.

The key methods used for this research are secondary research and qualitative primary

research. Secondary data are collected from the website, articles and books. The primary data

are gathered from ten face to face interview, online interview and observation. Results and

key finding of the empherical research will be presented

Challenges Ahead

Though the preschool education sector is has its own challenge. The preschool market is

subjugated by the unorganized sector that lacks quality infrastructure and a consistent

curriculum for imparting high-quality education. The unorganized sector is facing the

implementation challenges that are deteriorating the quality of pre-school education.


Page | 36

[23]

LIVING CURRICULUM IN THE HEALING FOREST.

Block, L. A

Faculty of Education, University of Winnipeg, Canada

ABSTRACT

The Healing Forest is a living memorial to Indigenous children lost to or affected by the

residential school system. It is located within St. John’s Park in the North End of Winnipeg,

Manitoba, Canada. The Healing Forest provides an urban physical space in which Indigenous

culture and traditions are celebrated. The Healing Forest is more than a memorial. This land

is a gathering place and a place for healing and contemplation. It is a place for remembering

the past and envisioning the future. The Healing Forest is a place for learning. We work with

schools to develop place-based learning and intergenerational learning programs. The many

schools nearby will benefit from a relationship to this place where students will learn and link

learning to the land. Learning our histories, the stories of the past, will cultivate our

understanding of citizenship in our present. The Healing Forest curriculum will emerge from

existing Manitoba curriculum documents but will be aligned to individual school values,

student groups and teacher interests. It will be a living curriculum connected to Indigenous

worldviews and focused on history from multiple perspectives, on ecology and on

sustainability. The researcher is working with teacher groups to develop curriculum strategies

and resources. The presentation will discuss that process in the context of community

engagement and place based learning. The Healing Forest has its roots in the Canadian

National Center for Truth and Reconciliation which was approached to support a National

Healing Forest.

Keyword: Place-Based Learning, Indigenous, Healing.

.


Page | 37

[24]

KUWAITI L2 ENGLISH ANXIETY AND UNWILLINGNESS TO COMMUNICATE.

Khalfan, H

University of Leeds, England

ABSTRACT

Learning to speak in a foreign language is one of the most difficult aspects of learning a new

language. This could be explained through the different procedures at play within the mind

before, whilst, and after speaking has taken place. Another added factor is the

psycholinguistics of speech, where emotions may prevent language from being produced or

practiced efficiently. This paper finds possible ways to encourage L2 English students in

Kuwaiti public schools to speak more. It introduces the big problem of language anxiety and

willingness to communicate (WTC) in L2 English in Kuwait. By way of examining my

students’ WTC in terms of the impact of pedagogical practices and language competence, it

has proposed possible solutions to facilitate willingness to communicate through repetition,

classroom activities/games and keeping a writing journal. Implications for further research

could focus on the social aspect of the L2 classroom in terms of tribal culture.

Keywords: Kuwait, English, Willingness to Communicate, Language Anxiety


Page | 38

[25]

QATARI MOTHERS AS UNIVERSITY STUDENTS: MOTIVATION AND

CHALLENGES.

Mahasneh, R

College of Education, Qatar University, Qatar

ABSTRACT

Student mothers represent a significant group of the student population at any university

today. Due to the unique expectations of the maternal and student roles, they may experience

conflict and ambiguity in the simultaneous enactment of these roles. Therefore, mothers are

at risk of developing maternal-student role stress. Failing to cope with this stress will hinder

them from obtaining quality education, and supporting their families. Student mothers have

been the focus of researchers in North American and European contexts. However, empirical

investigations of such constructs have not received much attention in the Gulf region,

especially in Qatar. This study aims to identify the range of barriers and incentives, which

influence student mothers to successfully pursue their higher education and sustain their

family commitments. Specifically, quantitative data will be collected from 100 mothers

concerning their stressors, as well as motivational factors including: reasons for pursuing

higher education, self-efficacy, and social support from spouses, family, friends, and

university will be collected and analyzed. Further, semi- structured interviews will be

conducted from 10 student mothers to explore the ways in which they integrate and

coordinate their academic and family responsibilities. The use of mixed method will provide

a comprehensive understanding of the unique experience of student mothers. This will assist

in developing support programs to empower this student cohort to successfully complete their

university education and to fulfill their family responsibilities.

Keywords: Higher Education, Student Mothers, Academic Self-Efficacy, Social Support,

Maternal-Student Role Stress, Reasons for Pursuing Higher Education.


Page | 39

[26]

RESILIENCE IN RELATION TO ACADEMIC ACHIEVEMENT AND ACADEMIC

STRESS OF MERITORIOUS GIRL STUDENTS OF KURUKSHETRA.

1Das, S. K, 2Sharma, S

1,2Department of Education, KU, Kurukshetra, India

ABSTRACT

Resilience is an asset that can be fostered easily within the school environment. It is the

process of adapting well in the face of adversity, trauma, tragedy, threats or significant

sources of stress. It means “bouncing back” from difficult experiences. It is important that

students should learn and acquire the necessary knowledge and skills that will in turn make

them less stressful. Students who do well in the classroom show a positive self evaluation of

their academic status at school and sense of control over their academic success and failure.

These students are high on resilience and excel in academics despite stressful events and

conditions. The present study examined Resilience in relation to Academic Achievement and

Academic Stress of meritorious girl students of Kurukshetra. The purpose of the study was to

find out the Resilience, Academic Achievement and Academic Stress of meritorious girl

students of Kurukshetra and investigate the relationship between Resilience and Academic

Achievement and Academic Stress of meritorious girl students of Kurukshetra. A total of 100

Senior Secondary School students from Udayan Shalini Fellowship programme of District

Kurukshetra, Haryana were selected randomly. Resilience Assessment Scale developed and

standardised by Kukreja (2014), Scale of Academic Stress (SAS) developed and standardised

by Bisht (1987) were used for the collection of the data. Pervious year marks in percentages

(10th Class) were considered as Academic Achievement of the students. The data were

analyzed using descriptive (Mean, Frequency and Percentage) and inferential (Product

moment coefficient of correlation ‘r’) statistics. The findings would have far reaching

implications for students.


Page | 40

[27]

LEADERSHIP AND SUCCESSFUL CURRICULUM IMPLEMENTATION IN

SECONDARY SCHOOLS OF PUNJAB.

1Mukhtar, S, 2Arif, S, 3Faran, M

1,2&3University of Management & Technology, Lahore, Pakistan

ABSTRACT

Curriculum implementation has the most significant role in achieving desired learning

outcomes and the preset curriculum goals in schools. Curriculum implementation is one of

the important functions of a School principals and it has been receiving the attention of

educators, educationists and researchers across the world. Curriculum implementation cannot

be achieved unless it has been made possible through the leadership role of the school

principal. The principal does this through devising effective leadership strategies to make

curriculum implementation a success. However, there are certain other factors as well which

influence successful curriculum implementation, such as teacher preparedness and provision

of facilities. A quantitative research was conducted to explore the factors influencing the

successful curriculum implementation in Secondary Schools of Punjab. The data was

collected from 600 teachers and head teachers across Punjab using multistage sampling. The

data were cleaned, organized and recorded with SPSS 21. Both descriptive and inferential

analysis was used to determine the influence of factors in curriculum implementation. The

results indicate that both dissonant and resonant leaders achieve their objectives in different

ways. Resonant leaders adopt more visionary and coaching style to be successful with

progressive teachers; whereas, dissonant leaders use more commanding style with traditional

teachers. Path analysis has been used to identify paths of resonant and dissonant leaders

towards successful implementation of curriculum.

Keyword: Curriculum Implementation, Leadership Facilitation, Dissonant Leadership Style,

Provision of Facilities, Resonant Leadership Style, and Teacher Preparedness.


Page | 41

[28]

IMPACT OF RESILIENT LEADERSHIP ON ORGANIZATIONAL WELLNESS: AN

EMPIRICAL STUDY.

Wadhawan, K

Universal College of Education, India

ABSTRACT

A flexible, storable and convertible dynamic capability ensures resilience in organizations

and makes them powerful in coping with problems and crises. In organizational level a

resilient leadership is a prerequisite of resilient organizations. According to positive

psychology and positive organizational literature authentic leadership is a suitable leadership

model for resilient organizations with high levels of organizational efficiency. In this paper,

we intend to theorize how leadership affects organizational adaptation to its external

environment by applying the concepts of learning organizations. We contend that the

organization wellness success is positively related with the dimensions of learning

organization such as; continuous learning, inquiry and dialogue, team learning,

empowerment, embedded system, system connection and strategic leadership. In addition,

researcher identifies the executive leadership role in fostering the desired corporate culture

conducive to organizational wellness. The Population for the present study is 100 teachers of

colleges of Education and Degree colleges of Chandigarh, Panchkula and Ambala; whose

opinion will determine that whether resilient or non-resilient behavior of their leaders have

positive or negative impact on organizational wellness.Resilient Leadership measured with

the resilient leadership (ResOrg) tool (Lee et al., 2013) and Perceived Organizational

Wellness measured with a subscale from the Perceived Organizational Wellness scale (POW,

Eisenberger, Huntington, Hutchison, & Sowa, 1986) was used to measure the outcomes. ).

The findings obtained in this study, highlighting the direct and moderated effects among

resilient leadership, dispositional variables and employee resilience, offer support for this

assertion, and invite further research into additional organizational enablers, intrapersonal

factors, and outcomes of resilient behaviors.

Keyword: Resilient Leadership, Organizational Wellness, Learning Organization.


Page | 42

[29]

RELATIONSHIP BETWEEN ORGANIZATION COMMITMENT (OC) WITH

ORGANIZATION CITIZENSHIP BEHAVIOUR (OCB) AMONG COMMUNITY

COLLEGE LECTURERS IN THE MINISTRY OF EDUCATION MALAYSIA.

Faizal, A

Ministry of Higher Education, Malaysia

ABSTRACT

The purpose of this research is to investigate the relationship between Organizational

Commitment (OC) and Organizational Citizenship Behaviors (OCB) among the Community

College lecturers in the Ministry of Education. The objectives of this research are to

investigate the relationships between Organization Commitment and Organizational

Citizenship Behavior. This study involved respondents, comprising of lecturers from six

Regional Community Colleges, in Malaysia. Each respondent will respond through a

questionnaire that was developed with 35 items. This questionnaire uses a five-point Likert

scale questions. Thirteen main hypotheses were tested in this research. For statistical analysis,

t-Test, One-Way Analysis of Variance (ANOVA), Pearson Correlation and Multiple

Regression were conducted to test the hypotheses. The results of the finding maybe revealed

that there was a significant difference between age and Organizational Citizenship Behaviors.

This research maybe will show significant differences between the duration of teaching,

marital status and Organizational Citizenship Behaviors. The dimensions of involvement and

loyalty (OC) maybe will be the main contributing factors to the Organizational Citizenship

Behavior (OCB) among the Community College lecturers in Malaysia.

Keyword: Community College, Lecturer, Organizational Commitment, Organizational

Citizenship Behaviors, Teaching, Contribution.


Page | 43

[30]

DARK LEADERSHIP AND EDUCATION MANAGEMENT IN PAKISTAN.

Arif, S

University of Management & Technology, Lahore, Pakistan

ABSTRACT

Einstein said that darkness is absence of light. It is assumed that absence of leadership or

misappropriation of leadership characteristics and behaviors results in Dark Leadership, and

it is the system that produces a culture in which dark side of leadership becomes acceptable.

In this chapter, I would be exploring the role of middle leadership (school heads, district

education officers and administrative officers) of school education department in Punjab. The

chapter is based upon a qualitative study with in-service school teachers and school heads.

The critical incident technique was used to collect data, and interpretive analysis was used to

interpret data at various levels from coding to themes generation and interpretation of the

phenomenon, dark side of leadership. Goleman’s Dark Triad comprising, authoritarian,

narcissistic, and psychopathic, provide theoretical basis of the analysis. The results are

shared in a story form progressively supplemented with the evidence generating discourse

about the dark side of leadership in the educational settings of Punjab. The study acts like a

mirror shedding lights into the deep and dark corners of leadership making them aware of

their creepy existence and challenging them to create meaningful acceptance for themselves

by coming into light and leaving the dark behind.

Keyword: School Management, Dark Side of Leadership, Control, Supervision,

Victimization, Teacher Rights.


Page | 44

[31]

PROFESSIONAL LICENSING OF MEDICAL SCIENTISTS IN AUSTRALIA AND

AROUND THE WORLD.

Hicks, A

Sidra Medicine, Qatar

ABSTRACT

Over the last decade the Australian Institute of Medical Scientists have highlighted many

times the lack of professional recognition of its members. Then in 2010 the Australian Health

Practitioners Regulation Agency was established but they decided that Medical Scientists

were sufficiently controlled by a Registered Pathologist and NATA accreditation and

suggested that they remain self-regulated.

In other countries around the world, Medical Scientists are required to hold a practicing

license in order to be employed in clinical laboratories. This license provides recognition to

the profession and protection to the public. The Governmental Regulatory bodies in these

countries maintain a register of practitioners, monitor Continuing Professional Development

and provide disciplinary measures if required.

However, with the increase use of technology and the changing role of the Scientist clinical

oversight is increasingly not required or provided. Is it time to recognize the contribution that

Medical Scientist make to the Australian Health Workforce and provide them the same

professional status as other developed nations?

Keywords: Licensing, Registration, Education, Professional-development.


Page | 45

[32]

LEADERSHIP AND GOVERNANCE AND FACULTY ENGAGEMENT IN

UNIVERSITIES OF KSA.

1Alharbi, E, 2Arif, S

1Middle Tennessee State University, USA

2University of Management & Technology Lahore, Pakistan

ABSTRACT

In universities, the faculty is not only engaged in student learning, but also is involved in the

university’s efforts for quality important. These efforts are not limited to the development and

improvement of curriculum and other assessment activities; instead the faculty is also

involved with administrators and leaders in the planning and execution of quality assurance

leading to higher levels of student achievement and quality improvement of the university.

There exists a need to know the degree of involvement of faculty in leadership decision

making and planning in universities of Kingdom of Saudia Arabia. Therefore, this

quantitative study was planned to examine the role of leadership and governance bodies to

enhance faculty engagement in the quality assurance program of the universities. The

perceptions of 303 faculty members of 4 universities were gathered using simple random

sampling through a self-constructed questionnaire. The data was tabulated on SPSS 22 and

was analyzed using inferential statistics, Pearson Correlation and Stepwise Regression to

predict the relationship between research variables. A strong positive correlation was found

between all variables; however, the study concluded that leadership role is more important

than shared governance. The leadership has to be motivating for quality improvement efforts

and role clarity is a must for faculty engagement in quality assurance processes of the

university.

Keyword: Quality Assurance, Governance, Leadership, Faculty Involvement, Faculty

Engagement, Higher Education.


Page | 46

[33]

ISSUES OF THE STUDENTS TO FOLLOW “THE PROGRAM FOR GUARANTEED

THIRTEEN YEARS OF EDUCATION TO PROVIDE EDUCATION FOR ALL”

(A STUDY BASED ON CENTRAL PROVINCE, SRI LANKA)

De Silva, D. S. D

CP/Koth/Gamini Dissanayake National School, Kothmale, Sri Lanka

ABSTRACT

In Sri Lanka, thousands of students leave the education system either at or before GCE O/L

without obtaining proper knowledge, skills necessary for social world, economic world and

individual life. The 13 years of mandatory education policy proposal has been developed as

an immediate solution for the above issues. This program intended to develop technical,

vocational and social skills of all children’s skills which need to contribute to the effective

economic development of Sri Lanka. Therefore, new vocational stream for GCE A/L has

been introduced to develop the skills and protect the right to education of all children. Yet,

there are some reasons for dropping out students from this program. Within 1-2% of students

have already been left from the program due to many reasons like, lack of teachers for their

interested subjects, subject unmatch, low income of the families, family issues and

responsibilities, job involvement, distance to the school, duration of the course work, unstable

mindset about the course, fear of assessments and many other. Students of the program from

central province are selected to conduct the research on questionnaire basis. From the

students who left the program, 80% are from low income families which average monthly

income is below 10,000 LKR, 40% of students resident beyond 15km from the school, 2% of

them are taking more than 4hrs for daily travelling. The program needs to be distributed in

more areas for easy access and need vigorous awareness to students and parents starting from

lower grades of the students. Giving a monthly allowance for travelling will be an effective

force for continuing the program. Further, the program needs teacher appointments in

accordance to the students’ interest.

Keywords: Program for Guaranteed Thirteen Years of Education to provide Education for

All, Issues, Central Province.


Page | 47

VIRTUAL

PRESENTATIONS


Page | 48


Page | 49

[34]

RETRIEVING FINANCIAL TOOLS FOR UNDERSTANDING THE DIGITAL

WORLD.

1Fernández, J. T, 2Ana María, S. P, 3Salvador, C. R

1, 2& 3University of Almería, Spain

ABSTRACT

Currently, Universities are carrying out an extensive work to maintain the commitment to the

community and society. Among others, these objectives have been implemented in the

classroom by means of teaching books along with other novelty activities. The fundamental

objective of these procedures has been to involve the knowledge derived from the avant-

garde of each field of study to keep curricula updated. In particular, teaching materials in

business-related studies have progressively incorporated these types of issues, where the most

important fact is to keep the students abreast of the latest.

In particular, the arrival of the 4th Industrial Revolution has changed some rules, implying the

enlargement of new scenarios where making decisions. A good example could be digital

technologies where the main idea is based on the use of information technologies so that

business processes and facilities are made in a flexible, efficient operation and quality and

low cost. This implies, without question, the openness of new ways of dealing with business

development. One of the key points of the digitization of industries is to determine whether

technologies can provide the right information for the right purpose and at the right time to

generate added value, or if on the contrary it can be identified as intruders.

In this way, financial tools such as real options are back in fashion to provide students with a

strategic vision of investments associated with high levels of uncertainty as digital ones.

Therefore, as this technological revolution is providing the introduction and adoption of

digital technologies, teaching materials have to be updated to bring together the latest trends

to assess digital investments.

Keywords: Curricula, Digital Technologies, Real Options, Financial Tools.


Page | 50

[35]

SELF-DIRECTED LEARNING AS A BASE FOR SUSTAINABLE

ENTREPRENEURSHIP.

1García de Frutos, N, 2Jorge, T. F, 3Raquel, A. L

1,2&3University of Almería, Spain

ABSTRACT

The world population is foreseen to be dramatically increased up to reach 8,500 million

people by 2030. Of them, about 10% are expected to be older than 65 years old. As a

response, some Universities are modifying their curricula to adapt to the consequences of an

aging population. However, these changes are mostly oriented to impact their quality of life

through both physical and mental health. This is the consequence of a traditional vision of

adult education, which considers it as less useful than the one provided to younger people.

Education on environmental entrepreneurship can draw a new way of counteracting these

problems. Elderly people may have experience, an orientation and readiness to learn, and

self-motivation. Adult students need to be active participants in their own learning, which is

in line with the entrepreneurship philosophy of being disruptive and creative. In this sense,

self-directed learning approach can help to define the goals, monitor the learning process, and

evaluated as if it were an entrepreneurial project in itself.

The aim of current work is to explore the suitability of developing environmental

entrepreneurship courses for adult education. More specifically, different course

methodologies and teaching tools, are analyzed in order to discover which ones are better

suited to meet the educational needs of elder students. Universities should consider the

implementation of adult’s programs supported by a self-directed learning approach as this

could favor the exploitation and creation of new goods and/or services for both economical

and ecological benefits.

Keywords: Elderly Population, Self-Directed Learning, Environmental Entrepreneurship.


Page | 51

[36]

WHICH SCHOOL SHOULD MY CHILD GO TO? A STUDY OF EDUCATION

CHOICE IN INDIA.

Joshi, R

Indian Institute of Science, Bangalore, India

ABSTRACT

Along with an increase in the number of children in India who now go to school, there has

been a commensurate increase in the share of students studying in private schools, despite the

higher costs. In order to understand the factors that encourage individuals to switch from

public to private schools, we study schooling choice using data from the individual

component of the two rounds of the India Human Development Surveys (IHDS 1 and IHDS

2). In particular, we estimate the impact of household income on the decision to attend a

private school, after controlling for gender, caste religion and mother’s education. We also

account for community characteristics such as share of enrolment in private schools, average

education at a district level and teacher qualifications in private and public schools using data

from District Information System for Education (DISE). Results from our logit model show

that boys in urban areas born to parents with higher incomes are most likely to attend private

schools. However, the coefficient on income drops between the two years implying that even

parents with lower incomes are transition from public private schools. Additionally, a one-

unit change in family income is twice as likely to lead to a switch to a private school in

underdeveloped states like Bihar or Orissa as compared to more industrialized states such as

Maharashtra or Tamil Nadu. Our results have important policy implications in being able

achieve better allocation of public sectors resources dedicated to education.


Page | 52

[37]

RELATIONSHIP BETWEEN SELF-EFFICACY AND LEADERSHIP STYLES OF

SCHOOL LEADERS AND ITS IMPLICATION FOR TEACHER DEVELOPMENT.

1Edwards, A. K, 2Afriyie, S, 3Aboagye, S. K

1Centre for Educational Policy Studies, University of Education, Winneba – Ghana

2,3Department of Educational Leadership, University of Education, Winneba – Ghana

ABSTRACT

The purpose of this study was to examine the relationship between the concept of self-

efficacy and school leadership styles among educators of public senior high schools in

Ghana. Utilizing the correlational design paradigm and a stratified random sampling

technique, participants (N=120) responded to a survey questionnaire with three sections and

56 items. A positive correlation between respondents’ Principal Self-efficacy Scale (PSES)

and Multifactor Leadership Questionnaire (MLQ) was established (r=.54). School leaders

who are highly efficacious quite often used transformational leadership style (r=57). There

was a significant difference in self-efficacy levels among gender groups (t=.78, df=2, p=.56).

This discovery is very significant for further research into gender disparity and inclusivity.

The study recommended to Ghana Education Service as the largest employer of teacher in

Ghana to practically measure and develop aspiring school leaders through in-service training

with contents associated with self-efficacy, self-concepts, and self-motivation. Self-efficacy

concept should be recommended for continuous professional development; teachers

especially should develop their self-concepts: self-beliefs, self-leadership to enhance their

potentials, classroom leadership, and instructional delivery. To buttress this recommendation,

educational leaders should watch their leadership styles that augment personal and

organizational (school) performance among service teachers.

Keyword: Ghana Education Service, Multifactor Leadership, School leadership Style, Self-

efficacy, Principal Self-efficacy Scale (PSES).


Page | 53

[38]

EFFECTIVENESS OF INTEGRATING COMPUTER ASSISTED LANGUAGE

LEARNING (CALL) TO ENHANCE THE LEVEL OF MOTIVATION IN

LANGUAGE LEARNING OF MEDICAL STUDENTS.

Ariyarathna, P. A. S. A

Department of Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka

ABSTRACT

Computer Assisted Language Learning (CALL) activities have designed to engage

participants and encourage desired behaviors. It has been identified as a promising technique

to improve students’ motivation and engagement which could possibly have a positive impact

on learning and the performance. With the intention of enhancing the motivation and

students’ confidence in language learning, an online course comprised of medical vocabulary,

grammar, reading and listening activities in the format of gamification was introduced for the

second year MBBS and Speech and Hearing Sciences (SHS) students at the Faculty of

Medicine, University of Kelaniya. These selected participants were students who were

unsuccessful at their first attempt of the End of course examination of their English Intensive

Course. The main objectives of the study is to discuss the details of the activities introduced

whilst investigating the outcomes of the English Online Course and the benefits that the

students had gained from the programme in developing their productive and receptive skills.

Thus, in order to achieve the aforementioned objectives, the current mixed method study

implemented questionnaires and purposive sampling interviews as the research instruments to

obtain students’ feedback on the English Online Course. A detailed questionnaire was

administered among 40 MBBS and SHS repeat undergraduates of the English Intensive

Course. Simultaneously, interviews based on purposive sampling were conducted among 7

volunteered participants as to obtain students’ perceptions towards the course. The results

indicate that the participants preferred the use of CALL in the classroom, especially in the

format of gamification from which they can enhance their level of motivation towards

language learning. Thus, it can be concluded that English Online Course as a mode of

deviating students from traditional classroom setup and assisting them to improve English

competencies in a technologically equipped learning environment has enhanced their level of

motivation toward language learning.

Keywords: Medical Education, CALL, Gamification, Motivation, Language Skills.

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