Search Results for
"learning"

This study investigates the difficulties in assessing learning within Islamic education and seeks to enhance assessment methodologies for improved educational outcomes. Employing a qualitative descriptive methodology, it reviews current literature and collects insights from experienced educators via interviews. The data is sourced from academic literature, school evaluation documents, and direct teacher experiences, analyzed through classification frameworks and document evaluations. The results indicate deficiencies in evaluation planning, particularly regarding the assessment of affective and psychomotor skills, as schools predominantly emphasize cognitive evaluations like written tests. The study underscores the necessity for more comprehensive approaches, including behavioral observations and interactive assessments, to achieve a more equitable evaluation framework. It supports competency-based models that encapsulate the ethical and behavioral dimensions crucial to Islamic education. By broadening academic dialogues on the assessment of religious education, the study presents actionable recommendations for educators aiming to enhance their methodologies. Future inquiries should investigate teacher training, technology incorporation, and interdisciplinary collaboration to develop more effective evaluation strategies. Tackling institutional obstacles and implementing adaptive assessment practices will ensure that students cultivate both academic competence and robust moral character. © 2025, Iquz Galaxy Publisher. All rights reserved.

Purpose: This study examined factors contributing to higher failure rates in theoretical versus practical courses among Technical University (TU) fashion students in Ghana, focusing on students’ perspectives on teaching methodologies and challenges in theory-practice integration. Design/Methodology/Approach: A cross-sectional survey employing quantitative methods collected data from 290 fashion students across five Ghanaian Technical Universities using a structured questionnaire (Cronbach’s alpha = 0.863). Statistical analyses included descriptive statistics, multivariate correlation, and Exploratory Factor Analysis. Findings: Results revealed significant disparities in student engagement between theoretical and practical courses. Students demonstrated stronger motivation for practical courses (M=3.88) and found them more effective for showcasing creativity (M=3.96) compared to theoretical courses, which are perceived as abstract (M=3.51). Key factors contributing to theoretical failures included insufficient real-world application, resource allocation disparities favouring practical training, inadequate assessment techniques, and challenges with self-directed learning (M=3.76). Despite recognising practical pedagogical elements (M=3.85), students identified systemic gaps in theory-practice integration and in perceptions of career relevance. Research Limitation: The study was limited to five Ghanaian Technical Universities and focused solely on quantitative student perspectives. Practical Implication: The findings provide evidence-based recommendations for curriculum developers and policymakers to reform theoretical instruction. This can be achieved through real-world case integration, equitable resource allocation, student-centred pedagogies, and enhanced industry collaboration, thereby reducing failure rates and improving graduate preparedness. Originality/Value: This study addresses critical gaps in African fashion education research by providing empirical evidence on the challenges of theory-practice integration from the student perspective. It reveals systemic issues in the implementation of competency-based curricula unique to Ghana’s technical education context. © African Journal of Applied Research Arca Academic Publisher.

The changing landscape of the teaching and learning environment presents academicians with many new challenges and stressors. Among these stressors, cyberbullying victimisation has emerged as one of the most concerning, rapidly increasing with the proliferation of internet technologies. This trend places a psychological burden on academics and requires the implementation of effective strategies to combat and mitigate the effects of cyberbullying victimisation in higher learning institutions (HLIs). Therefore, this study aims to investigate the multidimensional impact of cyberbullying on the occupational stress of academicians in HLIs and to highlight the moderating role of perceived organisational support (POS) and the types of higher educational institutions. A total of 219 questionnaires from private and public HLIs were collected and analysed. Academicians were sent a link to a set of questionnaires to complete. Structural equation modelling was used to examine the proposed framework. Cyberbullying victimisation significantly influences occupational stress. The types of HLI significantly moderated the relationship between cyberbullying victimisation and occupational stress. The results showed that POS did not moderate the relationship between cyberbullying victimisation and occupational stress. However, POS significantly and directly reduced occupational stress. This study has several implications for theoretical and descriptive studies of cyberbullying victimisation among academicians at HLIs. © 2025 University of Malaya. All rights reserved.