Vol. 21 No. 7 (2022): July 2022

Articles

• A Phenomenon-Based Learning Enquiry: University Students’ Self-Leadership Actions on the Social Impact of Covid-19

  Edwin Darrell De Klerk, June Monica Palmer, Alfred Modise

  1-23

  • pdf

• Defining Formative Electronic Assessment in Undergraduate Mathematics: A Reflective Approach

  Benjamin Tatira, Israel Kariyana

  24-39

  • pdf

• Building Pupils’ Creativity at Lower Secondary School: Science Teachers’ Perspectives in Urban and Rural Areas

  Wahyu Sopandi, Riandi Riandi, Yuli Rahmawati, Syifahayu Syifahayu, Meilinda Meilinda, Siti Maryam Rohimah, Yullys Helsa

  40-58

  • pdf

• Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

  Derling José Mendoza Velazco, Elizeth Mayrene Flores Hinostroza, Janeth Elizabeth Salvador Moreno, José Fernando Paz Cerda, Mercedes Viviana Sánchez Barros

  59-81

  • pdf

• Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening during Remote Teaching in Oman: Challenges and Strategies

  Surya Subrahmanyam Vellanki, Saadat Mond, Zahid Kamran Khan, Lekha Gopalakrishnan Nair

  82-106

  • pdf

• Perceptions of Teaching Approach and Academic Performance among Senior Two Students in Musanze: Mediating Role of Mathematics Anxiety and Career Aspiration

  Emmanuel Iyamuremye, Irenee Ndayambaje, Charles Magoba Muwonge

  107-126

  • pdf

• Effect of Blended Learning Models and Self-Efficacy on Mathematical Problem-Solving Ability

  Muhammad Jamaluddin, Mustaji Mustaji, Bachtiar S. Bahri

  127-144

  • pdf

• Awareness of Co-Teaching Administration among Teachers of Resource Room Program

  Suhail Mahmoud Al-Zoubi, Mohammed Hadi Alfagih, Buthiana Elias Awais

  145-157

  • pdf

• “I Can Teach With My Videos”: How Do Teachers Teach English to Young Learners in a Technology-Limited Environment?

  Yuli Astutik, Slamet Setiawan, Syafi’ul Anam, Suhartono Suhartono

  158-177

  • pdf

• Applying Active Learning Strategies to Develop the Professional Teaching Competency of Chinese College Student Teachers in the Context of Geography Education

  Xiuying Yang, Pengfei Chen

  178-196

  • pdf

• Academic Advising Policy and Procedure in a Selected Federal University in the United Arab Emirates (UAE)

  Alanood Alshamsi, Laila Mohebi

  197-218

  • pdf

• A Call to Strengthen Instructional Leadership to Support Learner Achievement During and Post COVID-19: A Systematic Literature Review Approach

  Lilian Ifunanya Nwosu, Martha Matashu, Assan Thomas Buabeng

  219-240

  • pdf

• Investigating the Extent of Training Needs of Teachers of Students with Learning Disabilities: A Survey of Teachers’ Perspectives

  Nouf Rashdan Almutairi

  241-268

  • pdf

• Chinese College Students' Perceived Teacher Autonomy Support and Engagement: A Moderated Mediation Model

  Chen Han, Jian-Hao Huang

  269-285

  • pdf

• Teaching in a Pandemic: An Exploratory Study into University Instructors’ Perceptions of Work-from-Home Opportunities and Challenges during the COVID-19 Lockdown in South Africa

  Kazeem Ajasa Badaru, Kemi Olajumoke Adu, Emmanuel Olusola Adu, Ntombozuko Duku

  286-304

  • pdf

• The Influence of Policy Factors on the Quality of Secondary Education in the Rural Communities of South-Western Nigeria

  John Olayemi Okunlola, Winston Hendricks

  305-329

  • pdf

• Exploring Perceptions of Online Feedback in Teaching EFL Speaking and Writing Skills during the COVID-19 Pandemic

  Paul Gonzalez-Torres, Paola Cabrera-Solano, Luz Castillo-Cuesta

  330-344

  • pdf

• Academic Staff’s Motivation for Online Teaching in Nigerian Universities: Empirical Evidence from the University of Ibadan

  Sunday A. Itasanmi, Mathew T. Oni, Violet O. Ekpenyong, Oluwatoyin A. Ajani, Oluwatosin G. Omorinkoba

  345-365

  • pdf

• Academic Performance before and during the State of Emergency due to Covid-19: Analysis from the Perspective of Distance Education

  Omar Chamorro-Atalaya, Soledad Olivares-Zegarra, Raquel Atoche-Wong, Marco Anton-De los Santos, Maritte Fierro-Bravo, Kathy Ruiz-Carrasco, Elio Huaman-Flores, Madison Huarcaya-Godoy, Carlos Chávez-Herrera

  366-378

  • pdf

• Assessing Satisfaction of Science School Subject Teachers and Leaders in Rwanda on the Continuous Professional Development through Online Learning

  Venuste Nsengimana, Opanga David, Alphonse Uworwabayeho, Evariste Minani, Leon Mugabo, Théophile Nsengimana

  379-396

  • pdf

• The Itinerant Curriculum as a Key to Responsiveness in the Era of the Fourth Industrial Revolution in Nigerian Higher Education

  Kehdinga George Fomunyam

  397-409

  • pdf

• Self-Explaining Photosynthesis to Achieve Conceptual Change: An Analysis of Explanation Content

  Merrin Oliver, Virginia Troemel

  410-448

  • pdf