https://innovareacademics.in/journals/index.php/ijoe/issue/feed Innovare Journal of Education 2021-11-01T00:00:00+0530 Editor ijoe@innovareacademics.in Open Journal Systems <p>Innovare Journal of Education is dedicated to publishing good quality research work in the field of Education. IJE is a peer-reviewed open access journal and published bimonthly (Onwards April 2016). The scope of the journal is focused on the work on education in Art, Commerce, Science and Life science etc. Communications are published as an Original Article or as a Short Communication. Comprehensive reviews are also taken into consideration for publication. It publishes the article in two languages English &amp; Hindi.</p> <p><span style="text-decoration: underline;"><strong>Abstracting and Indexing</strong></span></p> <p>OAI, <a href="http://scholar.cnki.net/webpress/brief.aspx?dbcode=SJQA" target="_blank" rel="noopener">CNKI (China Knowledege Resource Integrated Database)</a>, LOCKKS, Open J-Gate, Google Scholar, OCLC (World Digital Collection Gateway), IndexCopernicus*, UIUC</p> https://innovareacademics.in/journals/index.php/ijoe/article/view/42163 ON THE ASSOCIATION OF IRANIAN EFL TEACHER’S IDENTITY STYLE, RELIGIOUS IDENTITY, AND IDENTITY COMMITMENT 2021-06-29T14:50:03+0530 MOHAMMAD ALIAKBARI fian.ghasemi@yahoo.com FIAN GHASEMI fian.ghasemi@yahoo.com <p>The purpose of the present study was to investigate the relationship among EFL teacher’s identity style, religious identity, and identity commitment. The data was collected from 88 EFL teachers teaching at different English language learning institutes in Ilam province- Iran. Two questionnaires were used, including Dollinger’s (2001<strong>) </strong>Brief Religiosity Scale (BRS-6) and Berzonsky’s (1992) Identity Style Inventory, the revised version (ISI3). Results suggested that EFL teacher’s identity style and their commitment were positively correlated (r = 0.350). There was also a significant positive correlation between EFL teacher’s religious identity and their commitment (r = 0.312). A significant positive correlation was also found between EFL teacher’s identity style and religious identity (r = 0.367). The results of one-way ANOVA indicated that there was a statistically significant difference in identity style scores, identity commitment scores, and religiosity scores for four groups. The results of independent <em>t</em>-test analysis indicated that there was no significant difference in identity style, identity commitment, and the religiosity scores of the two groups of participants. Finally, the implications and limitations of the study were also discussed.</p> 2021-11-01T00:00:00+0530 Copyright (c) 2021 MOHAMMAD ALIAKBARI, FIAN GHASEMI https://innovareacademics.in/journals/index.php/ijoe/article/view/42802 PEACOCK MODEL PEDAGOGY: INTERVENTION AND INNOVATIVE CATALYST IN THE NEW NORMAL PERSPECTIVE OF TEACHING AND LEARNING 2021-07-31T15:44:53+0530 LEOVIGILDO LITO D. MALLILLIN loviedsunbright_0722@yahoo.com.ph REGILITO D. LAUREL loviedsunbright_0722@yahoo.com.ph PILIPINAS AMERICA C. ARROYO loviedsunbright_0722@yahoo.com.ph JOCELYN B. MALLILLIN loviedsunbright_0722@yahoo.com.ph <p>The study aims to analyze and identify how peacock model pedagogy improves the intervention and innovation catalyst in the new normal perspective of teaching and learning among the respondents. The study employs both a descriptive quantitative and qualitative research approach and design because it is used in analysing the intervention and innovative catalyst in the new normal perspective of teaching and learning. Purposive sampling is utilized in gathering the sample size of the study. It is a selection of intentional formats based on the concept that elucidates the specific theme or phenomenon of the study. This study comprised thirty six (36) respondents. Results show that students are actively participating and developing quality of leadership and initiative and are actively participating through exchange of ideas and interactions in the peacock model pedagogy on innovation of teaching and learning, participation, with a weighted mean of 4.06 or Agree which shows that students are actively participating and developing quality of leadership and initiative and are participating actively through exchange of ideas and interactions, questioning and experimentation, with a weighted mean of 3.66 or Agree which shows that students are able to frame learning related questions and inquisitive lessons for discussion and are able to frame learning related questions but have difficulties in exploring to answer the question raised among them, empathy and cooperation, with a weighted mean of 3.75 or Agree which shows that students are empathetic towards both the known and unknown persons in the pedagogy of learning in the new normal and are actively empathetic towards the known but only sympathetic towards the unknown process of learning, aesthetic and creative expression of knowledge, with a weighted mean of 3.75 or Agree which shows that students are aesthetic and creative in their new normal learning perspective pedagogy and are aesthetic and creative in their online classes as part of their innovative learning perspective. Findings show that there is a significant difference in the peacock model pedagogy that improves the intervention and innovation catalyst in the new normal perspective of teaching and learning as observed by the respondents.</p> 2021-11-01T00:00:00+0530 Copyright (c) 2021 LEOVIGILDO LITO D. MALLILLIN, REGILITO D. LAUREL, PILIPINAS AMERICA C. ARROYO, JOCELYN B. MALLILLIN https://innovareacademics.in/journals/index.php/ijoe/article/view/42813 A STUDY ON ACCEPTABILITY OF E-LEARNING IN INDIAN EDUCATIONAL INSTITUTIONS 2021-08-02T10:59:35+0530 GEORGE EASAW mihir@alliance.edu.in MIHIR DASH mihir@alliance.edu.in <p>Though e-learning is broadly accepted across the education spectrum as an effective teaching-learning medium, its acceptance is found very wanting. This paper looks at the basic process of innovation that can induce teaching faculty in India to take up e-learning and to understand how innovative teaching-learning processes like e-learning can be applied to education. It goes on further to identify and understand some of the broadly accepted reasons for the low acceptability and usage with the help of an online survey. The survey was used to study what motivates the student and teacher to take e-learning as an effective pedagogy and to answer some of the pertinent problems relating to its low acceptability. The analysis of the survey results is given. A new “stakeholder involvement and feedback based” theoretical model is proposed explaining how to implement e-learning effectively in educational institutions in India. Some possible suggestions like effective problem-solving tools like Total Quality Management (TQM) to help overcome the drawbacks in the system are also proposed.</p> 2021-11-01T00:00:00+0530 Copyright (c) 2021 GEORGE EASAW, MIHIR DASH https://innovareacademics.in/journals/index.php/ijoe/article/view/42814 MODERATION EFFECT OF MORAL OBLIGATION ON STUDENT’S INTENTION TOWARDS ACADEMIC DISHONEST BEHAVIOUR: THE CASE OF PUBLIC UNIVERSITIES IN GHANA 2021-08-02T11:09:30+0530 YAYRA DZAKADZIE dyayra2014@gmail.com <p>The study examined the moderation effect of moral obligation on students’ intention towards academic dishonest behaviour. A survey-inferential design was used to randomly sample the views of 1,200 undergraduate university students. A structured questionnaire was used to collect. Structural Equation Modelling (SEM) and Conditional Process Analysis (CPA) were used for the analyses. Moral obligation statistically significantly moderated the intention to engage in academic dishonesty.&nbsp; It was concluded that an intention to engage in academic dishonesty decrease as moral obligation increases in the individual students. It was recommended that university authorities should introduce moral education as a core course among undergraduate students. This would instill in them a higher moral obligation in order to curb the academic dishonesty menace.</p> 2021-11-01T00:00:00+0530 Copyright (c) 2021 YAYRA DZAKADZIE