Journal of Education 2024-07-15T14:28:43+00:00 Open Journal Systems <p><span style="font-weight: 400;">Journal of Education is published by EdinBurg Journals &amp; Books. It covers publications and papers in the fields of Learning, Academic Research, High Education and Education technology. </span></p> <p><span style="font-weight: 400;">It is reviewed by the </span><strong>EdinBurg Editorial Board</strong><span style="font-weight: 400;">. This journal has been globally indexed and with papers from all over the world.</span></p> <p><span style="font-weight: 400;"><strong>Online ISSN: 2790-3141</strong></span></p> <h3>Submission Email: <a href=""></a></h3> <h3>Online Submission: <a href=""></a></h3> <p> </p> Employing of the Social Media from Faculty Members at Al-Balqa Applied University into E-Learning and the Challenges Faced During the Corona Pandemic 2024-06-27T12:09:34+00:00 Natheer sihan m. Abu Nair <p>The study aimed to reveal the use of social media in e-learning by faculty members at Al-Balqa Applied University and the challenges they faced. During the Corona pandemic, the study population consisted of all faculty members working at Al-Balqa Applied University in all colleges specializations, and academic ranks, and it was applied during the second semester of the academic years &nbsp;2022-2023. The study sample consisted of (30) faculty members Teaching from Princess Rahma University College at Al-Balqa Applied University. They were selected by a simple random method, and a questionnaire was developed consisting &nbsp;of items distributed over two areas. To achieve the objectives of the study and verify the answers to its questions the researcher used the descriptive survey method, and appropriate statistical methods were used to analyze the data results. The study found that most of faculty members at Al-Balqa Applied University used social media in e-learning during the Corona pandemic. They also directed students toward educational resources through social media. The study intended to develop the administrative systems of Jordanian universities to transform communication with faculty members from traditional communication to electronic communication via social media. Educating university professors about the importance of using social communication in university education.&nbsp;&nbsp;</p> 2024-06-27T00:00:00+00:00 Copyright (c) 2024 Journal of Education Monitoring Strategies Teachers of English Use with Visually Impaired Learners in Integrated Schools in Nairobi City County, Kenya 2024-06-29T07:55:55+00:00 Asiko Rodgers Fanuel Owino Owino Stephen Nzoka Gladwell Wambiri <p>This study explored monitoring strategies teachers of English use with learners with visual impairment (LWVI) in integrated secondary schools in Nairobi City County, Kenya. English contains concepts that build on each other, underscoring the need to understand initial ideas as a foundation for comprehending subsequent concepts. Thus, the study was based on Lev Vygotsky’s Cognitive Development Theory (1934). The study objective was to identify monitoring strategies. Learners' performance in English was the dependent variable, while progress monitoring was the independent variable. The researcher sampled sixty-four participants in two schools including deputy principals, teachers of English and Heads of Department (HoD), LWVI, and regular learners. Simple random sampling was used to select participants from among learners, while purposive sampling was used to select teachers. As a qualitative research, data was collected through interviews, observation, and focus groups. The researcher used thematic analysis by coding the data into subsets to capture the major themes. The results revealed that verbal communication and use of sighted deskmates were predominantly used to monitor progress due to the teachers’ incompetence in braille. The following recommendations were drawn from these inferences: The Teachers Service Commission (TSC) should employ SNE-trained teachers in integrated schools, and the Kenya Institute of Curriculum Development (KICD) should provide braille learning materials.</p> 2024-06-29T00:00:00+00:00 Copyright (c) 2024 Journal of Education Teaching-Learning Resources and Employability Skills Development of TVET Graduates in Meru County 2024-07-15T14:28:43+00:00 Lucy Ndumba Mutembei Tarsilla Kibaara Paul Maku Gichohi <p>TVET training requires adequate modern teaching-learning resources in order in the process of preparing graduates who match the industry's needs. Despite equipping TVETs with modern tools and equipment, the employability of TVET graduates remains low in Kenya including in Meru County. It is against this backdrop that the current study was carried out, investigating the influence of teaching-learning resources on development of employability skills of TVET graduates in Meru County. The Knight and Yorke Theory of Employability and Human Capital Theory informed the study. It was anchored on pragmatism philosophy, adopted a mixed-research approach, and used a convergent parallel research design. The target population comprised trainees, trainers, graduates, heads of departments (HoDs), principals, and key informants. The sample size of the study was 6 TVET institutions, 142 trainees, 12 trainers, 72 graduates, 12 HoDs, 6 Principals, and 5 Key Informants. Simple random sampling, census sampling, purposive sampling, stratified sampling, and referral sampling were used to select the participants. Questionnaires were administered to trainees, trainers, and graduates while interview guides were administered to Principals, HoDs, and Key Informants. Pre-testing was conducted to check the reliability and validity of the instruments. The study showed that teaching-learning resources had a moderate influence on development of employability skills. Moreover, it established that TVETs in Meru County lacked modern teaching-learning resources essential for instructional delivery and facilitation of hands-on learning that allow graduates to acquire practical skills relevant to the industries. The study recommends government to equip TVETs with adequate, relevant, and modern teaching-learning resources which are key in developing graduate employability skills aligned to the industry needs. The study further recommends that TVET management emphasize real-world simulations and practical training. The study advocates for enhanced government investment in modern instructional resources to better align graduate skills with industry needs.</p> 2024-07-15T00:00:00+00:00 Copyright (c) 2024 Journal of Education