Abstract:

Objectives: The general objective of this study is to determine the extent of the influences of smartphones on school children and perception of school children on smartphones. This objective is to explore the social behavior, academic performance and health aspects.

Background: Smartphone addiction, its association with smartphone use, and its predictors have not yet been studied in a Muar, Johor sample. This study investigated the influences of smartphone and the perception of school children on smartphone in social behavior, academic performance and health aspects.

Methods: The study was carried out using convenient sampling method and using cross sectional study. Three primary schools were selected in Muar district. Each school are composed of Malay, Chinese and Tamil primary school. The questionnaire distributed were composed of 30 questions which include the social demographic, social behavior, academic performance and health aspect.

Results: Over half of the school children owned a smartphone. From the social behavior aspect, 145 students disagreed with having emotional changes while away from phone. 166 students supported the idea of not extending the time spent on smartphone. Form the academic performance aspect, over half of the respondents agreed to the idea of banning the usage of smartphone in school compound. From the health aspect, 123 students experienced neck pain after using smartphone for a long time; but, only less than half of the respondents (58) agreed to the idea of smartphone causes obesity.

Conclusion: Hypothesis failed. The school children are not easily influence by the smartphone and their perception on smartphone are good, as seem in the aspect of social behavior and academic performance. However, the students have a moderate perception on smartphone from the aspect of health.

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Abstract:

The concept of Social and emotional learning (SEL) is instituted on the positive youth development which promotes the needs of youth to be addressed by building backgrounds that encourage outcomes conforming to school achievement, correspondingly sympathetic relationships with adults and peers, problem solving, and civic engagement amongst others. Much focus has been on students’ achievement, thus passing examination and neglecting the other very important aspect of students’ life which are acquiring skills in problem sovling, building relationships just to mention a few. The study thus sought to examine students’ own social and emotional learning competencies (self awareness, social awareness, self-management and responsible decision making) in the Greater Accra and Ashanti Regions of Ghana. One hundred and thirty students constituted the sample. Eighty from Kumasi metro schools and fifty from Accra Metro schools in the Ashanti and Greater Accra regions respectively. The SELC questionnaire was used to collect data while the convenient sampling technique was used in selecting participants. Results indicated amongs others that female students scored higher on the social emotional competencies than their male counterparts.

Keywords: Social and Emotional Learning Competencies, Social and Emotional Learning, self awareness, social awareness, self-management, responsible decision making, Problem solving, Ghana.

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Abstract:

It has been consistently testified that teaching as a profession prompted stress among teachers. It is essential that as early as practice teachers are being prepared to be licensed teachers, they need to be aware about the reality of teaching yet only few researches provide intensive information about the causes of the stressors of practice teachers. Since it is also the interest of this study to inform incoming practice teachers about the challenges that they might as well be encountering in the future, this study would be beneficial in providing them grounds to prepare themselves to combat possible stressors. Through the use of questionnaires and focus group discussion and by utilizing qualitative design, this study revealed workload, financial problem, cooperating teacher, call time, and students’ misbehavior cause stress among practice teachers of the School of Teacher Education of Saint Louis University. They also identified counter measures they used in overcoming their stressors such as using personal coping strategies, behavioral coping strategies, and social coping strategies. It can then be drawn that even if practice teachers experienced a lot of stress, they still find ways to overcome their stressors.

Keywords: Practice teaching, pre-service education, practicum, stress

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