Theses and Dissertations (Education)

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    Influence of self-efficacy and job tenure on lower basic school teachers' attitude towards inclusive education in Region One, The Gambia
    (International Open University, 2025-09) Bah, Marie
    The purpose of this study was to examine the influence of self-efficacy and job tenure on the attitude of Lower Basic School Teachers toward inclusive education in Region One, The Gambia. Descriptive design was used in the study. Two hundred (200) participants constituted the study’s sample. Both independent and dependent variables were measured using validated instruments, with an alpha of 0.84. The data obtained were analyzed using Pearson Product-Moment Correlation (PPMC) and the t-test method. Two research questions were raised, and two hypotheses were formulated and tested at a 0.05 level of significance. The results showed that 53.5% of the teachers had been in service for more than 10 years, while 46.5% had 10 years or less of teaching experience. This shows a balanced distribution, with a slightly higher percentage of experienced teachers in the sample. The results indicated that teachers reported a moderate level of self-efficacy, with a mean score of 2.88 (SD = 0.55) on a 4-point Likert scale. The analysis shows a significant positive correlation between self-efficacy and attitude scores, r (198) = .21, p = .004. This shows that teachers with higher self-efficacy tend to have more positive attitudes toward inclusive education. Based on these findings, the study recommended that the Ministry of Basic & Secondary Education (MoBSE) should organize regular, targeted training and workshops on inclusive education. This aligns with educational policies. These programs should focus on improving teachers’ self-efficacy through practical strategies, classroom management in inclusive settings, and differentiated instruction methods. The Education Sector Policy of The Gambia (2016–2030), along with MoBSE’s related initiatives, emphasizes the importance of ensuring that basic education is inclusive, equitable, and accessible to all learners. It specifically highlights the integration of children with special educational needs into regular schools. Complementing this, the Persons with Disabilities Act and earlier frameworks on Special Needs establish the legal and strategic foundation for advancing inclusion and safeguarding learners’ rights, influencing successful implementation.
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    Determinants of entrepreneurial skills among middle school Muslim students in North Bekasi, Indonesia
    (International Open University, 2025-07) Robianti, Febi
    This study examined personal, family, educational, and socio-cultural factors as determinants of entrepreneurial skills among Muslim middle school students in North Bekasi, Indonesia. The sample comprised 120 students from five schools: Saga Life School, SMP Global Prima Islamic School, SMP IT Al Manar, SMP Mutiara 17 Agustus, and SMP Travina Prima. Data were collected using validated instruments and analyzed through descriptive statistics, Pearson Product Moment Correlation (PPMC), and simple linear regression at a 0.05 significance level. Results revealed significant positive relationships between all four independent variables and students’ entrepreneurial skills: personal factors (R = 0.881, R² = 77.6%), socio-cultural factors (R = 0.873, R² = 76.3%), family factors (R = 0.803, R² = 64.5%), and educational factors (R = 0.789, R² = 62.2%). Personal factors emerged as the strongest predictor, highlighting the influence of self-confidence, motivation, and risk-taking attitudes. All null hypotheses were rejected. Based on these findings, it is recommended that schools integrate entrepreneurship education through project-based and values-driven approaches, families encourage entrepreneurial thinking at home, policymakers include culturally and religiously relevant content in the curriculum, and community institutions promote ethical entrepreneurship as a pathway to self-reliance and service.
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    Impacts of technology resources awareness and utilisation on academic engagement of Islamic secondary school students in Kandal Province, Cambodia
    (International Open University, 2026-07) Linat, Sim
    To study how technology resources, awareness, and utilization serve as predictors of academic engagement among Islamic secondary school students in Kandal Province, Cambodia, is the main purpose of this study. A total of three hundred (300) students were selected as the sample of this study. Technology resource awareness and technology utilization are treated as the independent variables, while academic engagement serves as the dependent variable. Data were collected using validated structured questionnaires, and the reliability coefficients of the instruments were found to be acceptable. Descriptive statistics and Pearson Product Moment Correlation (PPMC) were used as the means to analyze the collected data. Three research questions were addressed, and two null hypotheses were formulated and tested at the 0.05 level of significance. The results revealed r = .542 and p < 0.05, indicating a significant relationship between technology resource awareness and academic engagement among Islamic secondary school students. It was also found that r = .572 and p < 0.05, showing a significant relationship between technology utilization and academic engagement. Based on these findings, it can be concluded that technology resource awareness and technology utilization significantly influence academic engagement among Islamic secondary school students. It is therefore recommended that school administrators and policymakers improve students’ awareness of available technological resources and promote the effective utilization of technology to enhance academic engagement in Islamic secondary schools.