World Journal of Vocational Education and Training

The impact of school violence on teaching and learning in secondary schools in the Capricorn South District of Limpopo Province

Teffo Maphuti Magdeline, Segalo Letlhoyo Jacob, Ngobeni Elias Tsakane — Fri, 29 Mar 2024 00:00:00 -0500

Violence in schools has become a concern to the learners, teachers, parents and other stakeholders in Mphahlele Circuit at Capricorn South District of Limpopo Province. The learners fight amongst themselves and against their teachers. In some instances they stab one another. The teachers and the learners are not safe at their schools, whereas schools are supposed to be safe havens for teaching and learning. Given all these challenges in Mphahlele schools, the proposed study sought to investigate if really there is violence in the schools and also to explore the nature thereof. Also, the study sought to investigate the contributory factors and the preventative measures to violence. The study followed a mixed-method research strategy and used surveys and interviews. The researcher used purposive sampling to select participants for the research. Twelve (12) participants were selected for qualitative study which used interviews. The questionnaires were used to collect data from fifty (50) participants in quantitative research. Data was analyzed using the codes and themes. The study revealed that the learners bully each other, bring weapons to school, and have gangs. The learners and teachers miss contact time during disciplinary hearings and that impacts negatively on the performance of the learners and the completion of the syllabus. The social problems, economic and family instabilities, drugs and alcohol abuse seemed to be the contributing factors. The study recommended that parents, churches, government and non-governmental organizations and the schools should collaborate to minimize violence, as one strategy in isolation cannot prevent school violence.

Conspectus of effectiveness of the jasper model in developing symbolic play skills for children with autism spectrum disorders

Tan Nguyen Thi, Thao Do Thi, Nga Giap Binh — Tue, 04 Jun 2024 00:00:00 -0500

This study provides an overview of 20 research articles from international databases (PubMed, Scholar, Eric, and APA) assessing the effectiveness of the JASPER model in developing symbolic play skills among children with autism spectrum disorders (ASD). The researchers reviewed studies to examine the impact of the JASPER model on the frequency, diversity, and level of symbolic play skills in children with ASD. Results indicate that the JASPER model effectively increases symbolic play skills among children with ASD, enhancing their play experience quality. The application of the JASPER model in developing symbolic play skills for children with ASD in Vietnam shows promise. However, considering differences in intervention services and cultural contexts, recommendations are provided for adapting the JASPER model for effective implementation in Vietnam. This includes cultural adjustments and modifications to intervention protocols. Collaborative efforts between researchers, practitioners, and policymakers are crucial for the successful implementation and dissemination of the JASPER model in Vietnam, potentially improving outcomes for children with ASD in the country.

Research on applying flipped classroom and digital learning to high school programming courses

Chi Hsiung Chen, Jen Cheng Feng — Mon, 08 Jul 2024 00:00:00 -0500

The objective of this study is to investigate how flipped classrooms affect education in high school programs. Although many studies have pointed out that flipped teaching can improve the learning experience and can evaluate learning effectiveness through classroom activities, it may also make it difficult for teachers to grasp students' learning status and behavior, and flipped teaching is used in high school programming course recognition and satisfaction Empirical research is somewhat lacking. Accordingly, this research applies the flipped teaching method to high school programming courses and gathers data on students who watch instructional videos. Through research data analysis, it is found that 51% to 93% of students will actively watch the designated instructional videos before class, and some students will repeat Watch the video (1.3 to 1.8 times), and most students will watch it again during the group project design. In addition, most students have the habit of adjusting the video speed to self-regulate their learning (1.4 to 1.5 times). The questionnaire results indicate that most students prefer the flipped classroom learning method (3.48 to 4.01 points). Through this study, we understand the students' mode of digital learning in programming courses, and we know that flipped classrooms can improve the learning satisfaction of programming courses.

A need for emotionally intelligent leaders in educational institutions: A review of the effects of leadership style on burnout teachers

Samira Dishari, Mohammad Awad AlAfnan — Mon, 05 Aug 2024 00:00:00 -0500

For the three pillars of education: teacher, student, and curriculum to function properly, leadership plays an intrinsic role. Academic leadership aims to provide the right working environment for proper teaching and learning to take place. Thus, leadership style has a paramount effect on teachers who consequently affect students and ensure proper instruction to all aspects of curriculum. This article review aims to unfold the dynamics of this relationship. In particular the researchers will attempt to explore the role of transformational leadership which also displays qualities of emotional intelligence on reducing the occurrence of the syndrome of burn out among teachers. Sample of empirical, experimental and case studies that examined the correlation between symptoms and causes of job burnout among teachers and the style of leadership practiced will be presented. Seven of which were examined to verify the impact of leadership in a school setting and three others to examine the same impact but in a university context. As a result, researchers assert that in traditional leadership where qualities of empathy, social awareness, and management of relationships are missing, job burnout cases among teachers increase. Finally, a recommendation to introduce emotional intelligence skills into academic leaders' training programs was made. The findings of this study shall serve leaders and policymakers in the teaching and learning sector in a way that would benefit them and assist their subordinates in avoiding burnout and achieve greater heights.