Indonesian Journal of Education and Social Sciences

First-year Students’ Best Online Learning Experiences: The Voices of Geography Students

2025-03-23T03:05:40+07:00

The experiences of students in first-year university modules continue to be an area of global interest. The grand narrative in higher education literature during the COVID-19 pandemic was students’ experiences with online learning challenges. This paper departs from this narrative to focus on students’ best online experiences at one public higher education institution in one of the poorest provinces in South Africa. The study was a mixed-method instrumental case study in a predominantly ‘face-to-face’ institution before the pandemic. Our theoretical architecture employed Connectivism (Siemens 2005) learning theory closely aligned with collaborative learning. We draw on the data from one campus, in a large class where 667 first-year students were asked to complete an online questionnaire (a high response rate of 35% was achieved). Students’ best online teaching and learning experiences included their supportive lecturers, enhanced interactions and engagement with the lecturer, easy access to teaching and learning materials uploaded to the ‘learn’ platform and access to technological advancements and training, which led to improved online skills. Given students’ best teaching and learning experiences, we recommend upscaling the study with a larger sample of first-year modules across multiple campuses of the institution. There is the potential to provide the impetus for fashioning a more nuanced hybrid teaching and learning environment for first-year students in the future. We recommend, for the future, a greater balance in the curriculum between multiple modes of instruction.

Keywords: COVID-19, online learning, connectivism, students’ experiences

Assessing Student Learning Experiences in Integrated Design Projects of a Malaysian Civil Engineering Programme

2025-03-23T03:14:16+07:00

This study investigated the student learning experiences in the Integrated Design Project (IDP) of a Malaysian civil engineering programme. Understanding these experiences is crucial for improving the course and better preparing students for professional practice. The study evaluated the current implementation against the Engineering Accreditation Council (EAC) requirements for validity and conducted a questionnaire survey to assess students' learning experiences for effectiveness. The survey evaluated four aspects of the learning experience, including commitment and participation, teaching and learning resources, learning mechanisms and processes, and overall satisfaction. The results indicated that the IDP met all 11 accreditation requirements set by the EAC, and students generally had positive learning experiences, with 93.8% of respondents enjoying the IDP class. These results suggest that the IDP effectively prepares students for real-world challenges, especially for those working within the local industry. However, the study also noted some limitations of the IDP. Each student played key roles in only 5.4 out of 13 topics (41.5%), and 43.8% of the students lacked collaborative learning experiences. To address these issues, supervisors could encourage peer teaching and peer review to broaden students' understanding beyond their limited topics.

Mapping the Landscape of ICT Integration in Education: A Systematic review of Literature

2025-03-28T00:05:01+07:00

The integration of Information and Communication Technologies (ICT) in education has received considerable attention and interest in the field of education. However, there is a lack of systematic literature reviews that explore the visibility and bibliometric portrait of ICT integration. This article aims to address this knowledge gap by conducting a comprehensive review of existing literature, focusing specifically on the utilization of ICT within slum community schools. A total of 71 relevant articles were identified and subjected to quality evaluation and review consideration. The study follows the Tripartite Model for Systematic Literature Review by Daniel and Harland (2017). The review focuses on articles published between 2012 and 2022 to understand the current state of research on ICT for Education (ICT4E) and its impact on teaching and learning. The examination reveals a scarcity of literature on the influence of inadequate ICT resources on teachers' beliefs and actual utilization of ICT in educational settings. Additionally, there is a lack of research exploring how teachers and students overcome technological obstacles within classrooms. These gaps emphasize the need for further investigation into the implementation of ICT4E in Ghanaian public schools. This review is part of an ongoing research that commenced in 2021 and aims to provide a literature map of ICT integration in education, with a focus on the past decade.

Exploring The Motivation and Study Habits of Consistent BSED Science Major Deans Listers

2025-03-29T06:59:58+07:00

This study employs a qualitative descriptive approach within a case study design to explore the motivations and study habits of consistent Dean’s Listers majoring in BSEd Science. Guided by Self-Determination Theory (Ryan & Deci, 2017), the research uses in-depth semi-structured interviews and Merriam’s analytical method to examine internal motivations and learning strategies. Eight participants, selected through purposive sampling, had consistently achieved Dean’s List status for at least three semesters. Thematic analysis revealed that academic validation, personal satisfaction, and scholarship incentives drive their performance. Common study habits include note-taking, early morning or late-night study, and group collaboration. Findings underscore the importance of intrinsic motivation and a supportive learning environment in sustaining academic success. While the study is limited to BSEd Science majors in one region, it provides meaningful insights into student achievement and offers practical implications for educators and policymakers aiming to strengthen science education.

Politics of Education in Nigeria

2025-04-04T23:48:45+07:00

There has been an inseparable link between politics and education in the society. The fact that politics and government decisions can affect all aspects of society has closely linked education to politics. Government policies and political decisions regulate nearly everything that happens in the society including education. Adopting qualitative document analysis design and anchored on Political Economy of Education Theory, this article explores how politics and government influence education and its implication on the structure and quality of education delivery in Nigeria from colonial period to date. Specifically, this article addresses the following research questions: (i) In what ways do politics and government influence the structure and delivery of education in Nigeria? (ii) What are the implications of influence of politics and government on Nigerian educational system? Based on data from secondary sources such as books, journal articles, and newspapers, the findings of this study show that politics and government influence the educational system through funding, policy formulation and implementation, appointment of educational leaders, curriculum development and implementation, and admission policies, among others. The implication of government influence is that when the government does not handle well any of the means through which they influence education, it will affect negatively the standard and quality of education in Nigeria. All the stakeholders in education and the general public need to understand the relationship between the government and education. The knowledge will enable the stakeholders to support the government in making policies that will promote quality education.

Management Techniques and Lecturers Output in Obafemi Awolowo University, Ile-Ife, Nigeria

2025-04-04T23:51:59+07:00

Publication and teaching cannot be underrated when measuring lecturers output in the university. This is because, lecturers output is central to research and training, career progression and university global ranking. The study generally identified the various management strategies and their implications for lecturer’s publication and teaching output. Specifically, it investigated the most prominent management strategies used, the level of lecturers’ publication and teaching output and the influence of management strategy on lecturers’ output in Obafemi Awolowo University, . The population of the study comprised 1,225 academic staff of the university with a sample size of 250 using multistage sampling procedure. Questionnaire titled Management Techniques and Lecturers Output Questionnaire (MTLOQ) was used to elicit information from respondents. The study found participative management strategy as the most prominent strategy in Obafemi Awolowo University, followed by delegative and authoritative strategies In addition, the level of lecturer’s publication was low with 175 low google scholar appearance, 196 low high citation counts, 155 do not publish frequently, 192 with low number of publications and 172 do not published in indexed journals and teaching output was high with 203 respondents having high good students performance, 178 having high frequent student feedback, 207 recorded high graduation rates and 191 recorded high student class participation. It was recommended that the university should take over the payment of lecturer’s publication in high impact journals to increase the university and lecturer’s visibility. The university can also attach monetary incentive to lecturers with good number of publications in indexed journals.

Teachers’ Perceptions of their Learners, Teaching and Rurality in Mathematics Teaching

2025-05-03T22:48:19+07:00

This qualitative multiple case study investigates the interplay between teachers' perceptions, their pedagogical approaches, and the unique challenges of teaching mathematics in rural South African schools. Drawing on semi-structured interviews and Video-Stimulated Recall Interviews (VSRIs) with 5 Grade 10 teachers in Acornhoek, Mpumalanga Province in South Africa, the research reveals how teachers' beliefs about their learners' capabilities and the socio-economic context shape their teaching practices. The findings indicate that teachers often resort to ritualized discourse and direct instruction, limiting opportunities for learners to engage in critical thinking and problem-solving. This reliance on teacher-centred approaches is attributed to perceived deficiencies in learners' foundational knowledge and a lack of resources, which teachers believe necessitate a more directive teaching style. Furthermore, the study highlights the cultural sensitivities that influence pedagogical choices, as teachers navigate local norms that restrict the use of relatable examples in mathematics teaching. The reluctance to incorporate culturally responsive teaching practices underscores the need for teachers to connect mathematical concepts to learners’ lived experiences. Through employing Fairclough's Critical Discourse Analysis, the research uncovers the underlying perceptions that inform teachers' strategies and their implications for learner engagement and understanding. Ultimately, the study calls for a re-evaluation of teaching practices in rural mathematics education, advocating for approaches that foster active participation and enhance the educational experiences of rural learners. This study contributes to the field by illuminating how rural South African mathematics teachers’ perceptions and socio-cultural contexts shape their pedagogical choices, revealing a reliance on directive teaching practices that limit learner engagement and highlighting the need for culturally responsive, learner-centred approaches to improve mathematics education in under-resourced settings.