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Articles 1 - 30 of 168
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Equality In Programming For Girls And Boys: Adolescents' Shared Experiences From An After-School Support Program In Urban Nairobi, Nelson Muhia, Benta Abuya
Equality In Programming For Girls And Boys: Adolescents' Shared Experiences From An After-School Support Program In Urban Nairobi, Nelson Muhia, Benta Abuya
Journal of Educational Research and Practice
There has been marked progress in access to education, representation of women in leadership, sexual reproductive health, and gender-based violence as a result of gender equality initiatives. However, there is still a strong focus on interventions targeting girls only. Through the adolescents’ lens, this study sought to establish if there is a preference for interventions targeting girls compared to boys in two urban informal settlements; and what benefits were realized from programming for both adolescent boys and girls enrolled in an after-school support program. We employed a thematic analysis approach to answer the research questions. Results showed that most interventions …
An Empirical Study Of Student Satisfaction At Selected Private Universities In Bangladesh, Mubina Khondkar, Abureza M. Muzareba
An Empirical Study Of Student Satisfaction At Selected Private Universities In Bangladesh, Mubina Khondkar, Abureza M. Muzareba
Journal of Educational Research and Practice
Satisfying students in higher education has proven to be a difficult task, although universities are striving to meet student needs and expectations. Private universities are trying to become more student-oriented and are seeking to understand students’ perceptions of higher education facilities. This research was designed to measure the gap between students’ expectations and perceptions of various aspects of private universities in Bangladesh. It uses a SERVQUAL framework and the Gaps Model of Service Quality. The population of students at private universities in Bangladesh is represented by a sample of 412 respondents from five top-tier private universities. Findings indicate that the …
Innovation From Diversity, Equity, Inclusion, And Belonging Research: An Implementable Model For Equitable Talent Acquisition And Retention, Lionel De Souza, Tommy White Jr
Innovation From Diversity, Equity, Inclusion, And Belonging Research: An Implementable Model For Equitable Talent Acquisition And Retention, Lionel De Souza, Tommy White Jr
Journal of Educational Research and Practice
Individuals from diverse minority backgrounds in the United States represent a one-of-its-kind collaboration in understanding diversity, equity, inclusion, and belonging (DEIB) challenges in workforce staffing and representation per Equal Opportunity norms. This study involved primary and secondary research in the realm of DEI to develop an implementable model from lessons gleaned from the findings of the research and gaps found in contemporary hiring and staffing practices. The study and model development are grounded in Rawls’s 1971 theory of justice and predicated on the premise that opportunities are usually based on merit, and are generally well-intended, although often constrained by the …
Using Case-Based Instruction To Support Teaching Self-Efficacy For Cultural Responsiveness In Pre-Service Teachers: A Mixed Methods Study, Marisa Nodine, Carolyn Hushman, Ashley K. Vaughan, Kira J. Carbonneau
Using Case-Based Instruction To Support Teaching Self-Efficacy For Cultural Responsiveness In Pre-Service Teachers: A Mixed Methods Study, Marisa Nodine, Carolyn Hushman, Ashley K. Vaughan, Kira J. Carbonneau
Journal of Educational Research and Practice
Using a mixed methods design we quantitively examined how case-based instruction (CBI) influenced preservice teachers’ (PSTs) cultural responsiveness teacher efficacy development across three classroom case studies. Qualitatively, we examined how PSTs were able to engage in self-insertion when writing about their reactions to the classroom cases. Specifically, PSTs were randomly assigned to one of two conditions; one group received a content-based text excerpt prior to reading and responding to two classroom cases (Text–Case). Another group was given a series of three classroom cases (Case–Case) that contained similar information to the Text–Case group. The Text–Case group maintained their cultural responsiveness teacher …
Impactful Digital Technology Coaches: Identifying Their Characteristics And Competencies While Delineating Their Role, Tiffany L. Gallagher, Catherine Susin, Arlene Grierson
Impactful Digital Technology Coaches: Identifying Their Characteristics And Competencies While Delineating Their Role, Tiffany L. Gallagher, Catherine Susin, Arlene Grierson
Journal of Educational Research and Practice
Digital technology coaches (DTCs) often support teachers with integrating technology into their classroom and instructional program, as well as provide ongoing staff development. To be effective, coaches tend to have specific characteristics for instructional coaching and competencies for educational coaching. We investigated if these characteristics and competencies applied to effective DTCs while we observed their proficiency with technology, their interactions with other educators, and the way they provide support for the teacher-professional learning (PL) process. Three DTCs led over 80 K–12 teachers from the same school district in classroom coaching sessions, collaborative planning meetings, PL sessions, and conference presentations. In …
Democratic Education As Expressed In Practice: An Integrative Literature Review, Rachel L. Wadham, Lynnette Christensen, Heather Leary
Democratic Education As Expressed In Practice: An Integrative Literature Review, Rachel L. Wadham, Lynnette Christensen, Heather Leary
Journal of Educational Research and Practice
Despite a strong theoretical foundation, teachers’ pedagogical practices that represent the principles of democratic educational theory are not holistically understood. This qualitative integrative literature review provides a more complete view of the practices used by those who define themselves as democratic educators. By analyzing and integrating existing literature on classroom practice this review discusses four pedagogical approaches that engage democratic educational practices including inquiry, artistic, oral, and student-centered methods.
Effects Of A Mentorship Program On High Need College Students: Reflections From Mentors And Mentees, Stephen Miske, Olusegun Sogunro
Effects Of A Mentorship Program On High Need College Students: Reflections From Mentors And Mentees, Stephen Miske, Olusegun Sogunro
Journal of Educational Research and Practice
On average, the college graduation rates for minority and/or high-need students are generally low. To address this situation, a Mid-Atlantic Consortium recently secured a grant to improve 4-year graduation rates of high-need students (i.e., new first-time students and transfer students who qualify as low-income students, first-generation college students, adult students, and/or students of color) by 20% over each selected college’s baseline. The purpose of this qualitative case study was to explore the experiences of students and faculty mentors toward accomplishing this goal. Data were transcribed, coded, and analyzed thematically. Some of the effects identified in this study included enhanced academic …
The Experience Of Multilingual Doctoral Students Related To Academic Success: A Descriptive Qualitative Study, Deborah Lewis, Amy Bakke, Amber Cook, Julie James, Carol Griffiths
The Experience Of Multilingual Doctoral Students Related To Academic Success: A Descriptive Qualitative Study, Deborah Lewis, Amy Bakke, Amber Cook, Julie James, Carol Griffiths
Journal of Educational Research and Practice
When multilingual students face the challenge of writing a doctoral capstone or dissertation, delays in academic progress may occur. The aim of this study was to identify writing challenges multilingual doctoral students face and provide recommendations regarding learner-centered resources to support timely academic success, as literature regarding multilingual students and language diversity in the doctoral environment is limited. A qualitative descriptive design was used for this study, and six multilingual DNP and PhD alumni participated. Data were collected using semi-structured audio interviews and analyzed using iterative content analysis. The findings support the need for community and culture to support language …
Peer Observation To Improve Teacher Self-Efficacy, Bethany R. Mather, Jeremy D. Visone
Peer Observation To Improve Teacher Self-Efficacy, Bethany R. Mather, Jeremy D. Visone
Journal of Educational Research and Practice
This qualitative descriptive study explored teachers’ perceptions of a peer observation structure, collegial visits (CVs), and CVs’ connection to teacher self-efficacy (TSE). The research question was: How do teachers perceive CVs, particularly with respect to their influence on TSE? Semi-structured interviews and a focus group were utilized to collect data from 13 K–12 educators from urban and suburban public school districts in the United States. The theoretical foundation included Bandura’s social cognitive theory and the triadic reciprocal causation model. Thematic analysis was used to analyze the data, and four themes emerged: (1) cultural drivers and effects of CVs; (2) impact …
How To Deliver An Effective Course: A Student's Perspective, Jaipaul Udaipaul, Lynne N. Kennette
How To Deliver An Effective Course: A Student's Perspective, Jaipaul Udaipaul, Lynne N. Kennette
Journal of Educational Research and Practice
Certain course features, such as engaging delivery, can benefit student learning. This essay presents one student’s opinion of what made for an effective introductory psychology course. The student provides his perspective on various features of the recently completed psychology course and how those elements supported his learning. The elements he identified included various ongoing knowledge checks, test reviews, tests, in-class engagement, personalized touchpoints, scaffolding, and student feedback. For each, the course instructor explains the pedagogical underpinnings of her choices. Faculty may find a student’s perspective on courses valuable as they consider their pedagogical decisions in terms of course design and …
Many Lenses With One Focus: Making Philosophy Learning Meaningful Through Collaborative Design, Jonathan Kaplan, Tianhong Shi
Many Lenses With One Focus: Making Philosophy Learning Meaningful Through Collaborative Design, Jonathan Kaplan, Tianhong Shi
Journal of Educational Research and Practice
Utilizing the Understanding by Design (UbD) framework, a lead philosophy instructor and an instructional designer collaborated with seven other faculty members to create Great Ideas in Philosophy for online asynchronous delivery. We presented a broad array of topics in philosophy and provided substantial practices in “doing” philosophy, aiming to create a welcoming space for a diverse student body, to help students see philosophy as a diverse field, and to provide an engaging and meaningful learning experience for students. Student feedback and final project presentations demonstrated significant learning growth in students taking this newly designed Great Ideas in Philosophy. This …
Effect Of A School Counselor Training On Self-Efficacy In Crisis Handling, Carleton H. Brown, Eunae Han
Effect Of A School Counselor Training On Self-Efficacy In Crisis Handling, Carleton H. Brown, Eunae Han
Journal of Educational Research and Practice
We presented a 4-hour training program designed to enhance school counselors’ self-efficacy in handling school crises, with a specific focus on school shootings. Employing a pretest-posttest research design using the School Counselor Response to Violent Crisis Questionnaire, we found that the training was effective in improving the self-efficacy of participants (n = 35) in crisis handling. We discovered, in our pilot study, that crisis training specifically tailored to school counselors can be effective in enhancing their self-efficacy in crisis handling. We discuss our study’s implications for school counselors, workshop leaders, school leaders, and researchers.
Moving Beyond Transactional Coursework To Enhance Student Success In University Classes, Mark R. Reavis, Kuldeep Singh
Moving Beyond Transactional Coursework To Enhance Student Success In University Classes, Mark R. Reavis, Kuldeep Singh
Journal of Educational Research and Practice
The goal of teaching is student success, but defining success can be daunting. A rudimentary description of student success involves academic achievement and students’ attainment of a high level of satisfaction with their educational process. The pinnacle of student success is transformational learning. Transformational learning is ultimately evidenced by knowledge-based, responsible, and autonomous thinking. Student engagement enhances student success. As a result, course design and assignment design are critical. The purpose of this paper is to demonstrate how an online discussion assignment can be used to enhance student engagement and increase student success in a university class. The assignment presented …
The Perspective Of University Students On The Availability And Effectiveness Of Cyberbullying Prevention And Response Initiatives On Campus: Virtual Semi-Structured Interviews On Resources, Barriers, And Solutions, Molly-Gloria R. Patel, Anabel Quan-Haase
The Perspective Of University Students On The Availability And Effectiveness Of Cyberbullying Prevention And Response Initiatives On Campus: Virtual Semi-Structured Interviews On Resources, Barriers, And Solutions, Molly-Gloria R. Patel, Anabel Quan-Haase
Journal of Educational Research and Practice
Cyberbullying is a problem in educational settings, and much of the research has focused on the development of effective prevention and response initiatives. Because of the vulnerability of children, cyberbullying research and intervention programs have largely targeted elementary students. A growing body of research has shown that cyberbullying is not limited to elementary settings, but the problem is also prevalent in postsecondary institutions, with potentially severe negative consequences. Yet, there is a gap in research about interventions tailored to this life stage. To address this gap, we conducted virtual semistructured interviews through Zoom with 21 university students on the availability …
Results Of A One-Day Seminar On Preservice Teachers’ Incorporation Of The Udl Framework In Lesson Design, K. Alisa Lowrey, Audra Classen, Peter Paprzycki
Results Of A One-Day Seminar On Preservice Teachers’ Incorporation Of The Udl Framework In Lesson Design, K. Alisa Lowrey, Audra Classen, Peter Paprzycki
Journal of Educational Research and Practice
Students with disabilities are increasingly receiving their instruction in inclusive classrooms. General education teachers continue to report a lack of preparation to address their needs. This study examined the impact of a 6-hour professional development seminar on the Universal Design for Learning (UDL) framework to determine if preservice general and special education teachers’ overall performance in lesson design to reduce barriers, identified through increased attention to student variability, improved. Two lesson plans, preseminar and postseminar, from 242 participants were scored using a modified education field experience (EFE) rubric that included 19 evaluation criteria. A Rasch analysis was used to determine …
Soft Skills Don’T Have To Be Hard: Embedding Soft Skills Instruction In Moroccan Secondary Schools, Dc Lambert
Soft Skills Don’T Have To Be Hard: Embedding Soft Skills Instruction In Moroccan Secondary Schools, Dc Lambert
Journal of Educational Research and Practice
In an increasingly diverse and interconnected world, the need for the development and mastery of soft skills has perhaps never been greater. Schools can play a key role in soft skills education, but implementation in the classroom has faced a range of challenges that have impeded instruction. One solution is embedding soft skills within an extant academic curriculum, with the advantages that the academic infrastructure is already in place, and few additional materials or time are needed. This field study found that embedding soft skills had excellent outcomes, even with limited resources, materials, and training, a notable first step in …
Leveraging The W.H.O.L.E. Experience Framework To Elevate Inclusive Learning, Morris Thomas, Susan Winchell Thomas
Leveraging The W.H.O.L.E. Experience Framework To Elevate Inclusive Learning, Morris Thomas, Susan Winchell Thomas
Journal of Educational Research and Practice
The case study methodology was used to analyze instructional strategies to discuss and refine diversity, equity, and inclusion (DEI) practices in two psychology courses at a community college in California’s Bay Area. A mentor and mentee professional development experience, referred to as the DEI studio, used four sessions over 5 weeks to explore reflective practice using the W.H.O.L.E. Experience framework as a guide to review current DEI practices and implement additional strategies intended to improve the engagement, experience, and success of all students. Student feedback and data were collected via a six-question student evaluation of the courses. Results showed that …
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Journal of Educational Research and Practice
Given the lack of diversity in the P–12 teaching force, we contend that white normativity is prevalent and remains mostly unchallenged in these settings. Acknowledging such inequities requires an intentional focus on equity in teacher education programs. The project described here facilitated in-service teachers’ growth in becoming culturally competent and critically conscious by using Photovoice in P–12 classrooms. Photovoice is a participatory action research method that uses photography to examine the lived experiences of participants. Photovoice was used to examine school-based practices that erased and silenced students while offering an inflection point from which the in-service teachers could develop and …
Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney
Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney
Journal of Educational Research and Practice
Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how …
Critical Education In Community Health Literacy For Brazilian Nurses: A Course Evaluation, Margareth S. Zanchetta, Walterlânia S. Santos, Onislene A. E. De Almeida, Katarinne Lima Moraes, Maria Wanderleya L. Coriolano-Marinus
Critical Education In Community Health Literacy For Brazilian Nurses: A Course Evaluation, Margareth S. Zanchetta, Walterlânia S. Santos, Onislene A. E. De Almeida, Katarinne Lima Moraes, Maria Wanderleya L. Coriolano-Marinus
Journal of Educational Research and Practice
This article presents an immediate evaluation of a professional development course in community health literacy for Brazilian nurses. An evaluation based on an applied thematic analysis of the accounts of 63 attendees in three Brazilian cities (January 2020) was guided by the following themes: (a) expansion of understanding about community health literacy as a pillar for planning and providing health care; (b) encouragement of innovation in research and/or practice; and (c) plans to incorporate the information shared in the course into professional projects. The evaluation disclosed the complexity of social contexts for health literacy, which is intertwined with ethnocultural diversity …
Podcast Implementation In An Entry-Level Doctor Of Physical Therapy First-Semester Course: Student Perceptions And Impact On Academic Performance, Michael Furtado, Jincy Arthungal, Allison Reynolds
Podcast Implementation In An Entry-Level Doctor Of Physical Therapy First-Semester Course: Student Perceptions And Impact On Academic Performance, Michael Furtado, Jincy Arthungal, Allison Reynolds
Journal of Educational Research and Practice
Podcasts have increased in popularity in the last decade, but description of their use in academic settings is lacking. The purposes of this study were to (1) investigate the difference in student performance on course examinations based on podcast usage and satisfaction and (2) examine the perceptions of educational benefits, usage preferences, and accessibility of podcasts in a clinical examination course in a hybrid Doctor of Physical Therapy (DPT) curriculum. This was a mixed-methods study that utilized a retrospective non-experimental correlational design, and data were collected and analyzed via self-report survey. Participants adopted five podcasts into learning and studying activities. …
So Much New To Learn And So Much Unknown: Novice Teachers’ Experiences During Covid-19, Angela W. Webb, Jennifer J. Baumgartner
So Much New To Learn And So Much Unknown: Novice Teachers’ Experiences During Covid-19, Angela W. Webb, Jennifer J. Baumgartner
Journal of Educational Research and Practice
To support novice teachers, we need to listen to and honor their experiences in the classroom. This is true during the best of times and especially true amid the tumultuous teaching and learning experiences brought on by the COVID-19 pandemic. In this paper, we discuss emergent themes from interviews with student teachers and early career teachers in spring 2021 about their experiences with the transition to virtual or remote teaching in response to COVID-19. We explore how student teachers and early career teachers experienced the stress of pandemic teaching, what they found supportive, and how their experiences can inform care-full …
Book Review: Just Schools: Building Equitable Collaborations With Families And Communities, Tara Bartlett
Book Review: Just Schools: Building Equitable Collaborations With Families And Communities, Tara Bartlett
Journal of Educational Research and Practice
K–12 schools are facing a syndemic of critical junctures right now: On the one hand, school communities and families are still reeling from the effects of racial reckonings and the COVID-19 pandemic, while on the other hand, school leaders and decision-makers are grappling with how to effectively engage families and students amid demands and realizations for equity and justice. The book Just Schools: Building Equitable Collaborations with Families and Communities (2020) by Ann Ishimaru provides tools and pathways forward. Ishimaru first describes how our education systems have long been incubators of oppression and disengagement, steeped in colonizing methods and deficit …
Teacher Preparedness And Implementation Of The National Pre-Tertiary Education Curriculum Framework In Ghana, Simon Ntumi, Sheilla Agbenyo, Alex Tetteh, Clarke Ebow Yalley, Abraham Yeboah, Daniel Gyapong Nimo
Teacher Preparedness And Implementation Of The National Pre-Tertiary Education Curriculum Framework In Ghana, Simon Ntumi, Sheilla Agbenyo, Alex Tetteh, Clarke Ebow Yalley, Abraham Yeboah, Daniel Gyapong Nimo
Journal of Educational Research and Practice
Curriculum reform is a significant approach to prepare schools to be effective in meeting contemporary societal needs and imperatives. Several countries around the world, therefore, engage in curriculum reform to enable schools to prepare children with the knowledge, skills, and competencies needed in the present and future society, but implementing change following a curriculum reform is often complex. In our study, we sought to understand how teachers respond to curriculum implementation following the introduction of the national pre-tertiary education curriculum framework (NPECF) in Ghana. We employed a concurrent, nested, mixed-design strategy (embedded design) using a sample of 352 randomly selected …
Drawing On The Locus Of Control Framework To Explore The Role Of School Leaders In Teacher Well-Being., Inga Venema-Steen, Anne Southall, Anna Bortoli
Drawing On The Locus Of Control Framework To Explore The Role Of School Leaders In Teacher Well-Being., Inga Venema-Steen, Anne Southall, Anna Bortoli
Journal of Educational Research and Practice
This scoping review explores the role of school leadership in the improvement of teacher well-being by utilizing the Locus of Control (LOC) Framework identified by psychologist Julian Rotter in 1954. The internal and external environments impacting teacher well-being were explored, and the specific responsibilities of school leadership were identified. The literature reports that while teachers are responsible for many aspects of their well-being, school leaders can improve a teacher’s mental health and create a positive school culture by taking responsibility for factors external to the teacher’s LOC. This paper outlines school leadership responsibilities in actively implementing strategies to improve staff …
Case Study Method To Increase Preservice Teachers' Experience With Ell Accommodations And Self-Efficacy, Kelly M. Torres, Samantha Tackett, Meagan C. Arrastía-Chisholm
Case Study Method To Increase Preservice Teachers' Experience With Ell Accommodations And Self-Efficacy, Kelly M. Torres, Samantha Tackett, Meagan C. Arrastía-Chisholm
Journal of Educational Research and Practice
The enrollment of English language learners (ELLs) in American public schools continues to increase each year. The substantial growth in this population of learners makes it imperative for future educators to understand how to effectively support ELLs’ acquisition of academic content and English language proficiency. In past studies, preservice teachers have reported lower levels of self-efficacy when supporting these learners. This investigation examines how case study approaches can be utilized with preservice teachers to understand how they recommend strategies/accommodations for ELLs and their levels of self-efficacy in implementing these instructional approaches. Findings from this research suggest case studies are effective …
Student Mistakes In Elite School Classrooms: Teacher Reflections And Reported Instructional Strategies, Maleka Donaldson
Student Mistakes In Elite School Classrooms: Teacher Reflections And Reported Instructional Strategies, Maleka Donaldson
Journal of Educational Research and Practice
This article explores how teachers respond to student mistakes in one educational setting—an elite private high school. This qualitative study is a thematic analysis of in-depth, semi-structured interviews with teachers at one such school. The results reveal that in their responses to student mistakes, the teachers work to build trust and emotional safety, give students agency throughout the learning and feedback processes, and ask probing questions that rigorously challenge their thinking. By considering teacher accounts of their instructional approaches and past experiences, the study adds a context-specific, real-world perspective on how teachers in an elite school frame student mistakes.
Examination Of Training On Pre-Service Science Teachers’ Views On Socio-Scientific Issues And Nature Of Science, Aylin Çam
Journal of Educational Research and Practice
Science continuously interacts with the social environment. Science develops with social needs, and society develops and changes with scientific advances. These changes and developments may cause dilemmas in society. Thus, the purpose of this study is to investigate the improvements among pre-service science teachers in terms of socio-scientific issues and nature of science after explicit theoretical and practical training. The participants in this case study were 16 voluntary pre-service science teachers. In-depth views of the pre-service science teachers on nature of science and socio-scientific issues were examined with open-ended questions and reflective diaries. After the training, the understanding of the …
Enacting Inclusive Mathematics Teaching And Learning Using Biography Driven Instruction, Jessie C. Store
Enacting Inclusive Mathematics Teaching And Learning Using Biography Driven Instruction, Jessie C. Store
Journal of Educational Research and Practice
As schools become increasingly diverse, there is an increasing need for examples of classroom practices that create inclusive teaching and learning environments. Many research studies found that gaining knowledge of student home life and using it to bridge learning and home supports access and equity. Many scholars have called for exemplars of activities that connect students’ in-school and out-of-school cultural activities. This paper provides an example that may be used in teacher education and K–12 classrooms to bridge out-of-school and in-school activities. In this paper, we discuss the enactment of biography-driven instruction, specifically how cultural biographies can be used to …
Science Curriculum Requirements: Science Process Skills In Textbook Activities, Dilek Özalp
Science Curriculum Requirements: Science Process Skills In Textbook Activities, Dilek Özalp
Journal of Educational Research and Practice
Science textbooks play an important role in making scientific knowledge and applications available to learners. In most countries, science curriculum expects to cultivate scientifically literate individuals who are able to use science process skills. Critical analysis of textbooks is therefore crucial to determine whether they can facilitate this outcome. The purpose of this study is to find out to what extent science process skills are included in the activities of elementary and middle school science textbooks in Turkey. A total of 304 activities in six science textbooks were analyzed. A content analysis was employed to determine the frequency and percentage …