Self-Management of learning plays a fundamental role in higher learning by improving student’s intention to use M-learning systems for academic purposes. The purpose of this study was to examine the influence of Self-Management of learning on the intention to use M-learning systems in Ugandan universities. A cross sectional survey methodology was employed to collect data from 370 students selected from two different universities in Ugandan universities on the variables of study. Results of correlation and regression analysis indicated that a positive and significant relationship exists between Self-Management of learning and intention to use M-learning systems. These findings have theoretical implications for intention to use M-learning systems by aligning Self-Management of Learning as a Significant Predictor of intention to use M-learning systems. The findings also have practical interventions designed at enhancing student’s intention to use of M-learning systems which implies that universities should ensure that students are able to control their learning activities. The more the learner controls their own activities, the more successful learning will occur.
Principal leadership issues are becoming increasingly debated and explored in international and comparative contexts due to the changing context of educational provision. In the South African education context and the world over, there is unprecedented interest in how school leadership influences the performance of learners. Teaching and learning environments in schools have become more complex and diverse, where effective principalship is required to achieve high standards of educational success. The quality of leadership in schools is the cornerstone for driving transformational change that is required in schools. In this article, we argue that principals need to adopt leadership styles that would enhance the culture of teaching and learning. It was the goal of our qualitative study to explore the role of school principals in improving learning outcomes. Six schools in the North-West province, South Africa, were purposively selected to participate in this study. Semi-structured interviews were conducted with principals and teachers from the selected schools. We found that principals use several leadership styles to enhance the culture of teaching and learning in their schools. The study concluded that leadership in schools plays a significant role in improving learner performance.
Speaking skills is an essential skill in the learning of English. Students are always evaluated in the speaking skill through oral assessment. Carrying out speaking skills modules has always been a difficult process when students fail to give good support due to them being shy and non-responsive in their learning. This action research investigated the effectiveness of the use of the application of YouTube to foster confidence in speaking among the pupils in primary and secondary schools while inculcating fun learning. The samples consist of five Year Five primary school students in Labuan and five Form Four the secondary students in Kuala Kangsar, Perak. Data collection was based on a pre and post observation. The findings showed an increase level of self-confidence in using English orally. In addition this application promotes fun rather than fear towards the learning process. Students are able to give comments and likes on the YouTube postings thus making learning more interactive. This action research showed that using this application of YouTube is an interactive way to foster speaking skills among the pupils.
Noor Syazana Che Ismail, Kamini A P Karthigesu, Wan Izzati W. Ahmad and Melor Md. Yunus
The popularity of social networking sites is constantly growing among the iGeneration. This study attempted to investigate the effectiveness of TikTokActiV as a tool for teaching and improving ESL pupils’ writing skill focusing on action verbs. The respondents of this study comprise of 60 primary school pupils from a rural school, a sub-urban school and an urban school in southern part of Malaysia. The pupils’ writing skill development were measured using pre and post-test containing 20 questions. Action research design was used to understand the effectiveness of using ‘TikTokActiV’. The pre-test and post-test conclude that by incorporating TikTokActiV as a teaching tool in English language classrooms, pupils will have significant improvements in ESL writing skills.