Innovare Journal of Education <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="" 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> Innovare Academic Sciences Pvt Ltd en-US Innovare Journal of Education 2347-5528 Assessment of the Motor Competencies Regarding Adapted Physical Activities <p>In the introduction, part authors give some of the histories of assessment in Adapted Physical Education (APE). There are currently 13 legally recognized disabilities. Inclusion has many meanings, but typically it is linked to the quality of life in the least restrictive environment and social competence, which is in line with the attitudes of individuals with and without disabilities. The fundamental principle of valuing diversity guides inclusion. Belonging, acceptance, and a sense of being supported are essentials of an inclusive environment. The most prevalent barriers to including students with disabilities are teacher preparation and teacher attitudes and perceived barriers to instruction consisting of equipment, programming, and time. Inclusion may impact internal and external factors, controlled and uncontrolled, and active and passive. People of all ages, types of disabilities, and experiences demonstrate individual differences in responding when facing similar situations in movement settings. An inclusive environment offers all individuals equally interesting, equally important, and similarly engaging tasks. An inclusive environment comprises the physical space and equipment, the social-emotional atmosphere, and the teaching strategies that are in use. The physical space should be barrier-free and include various equipment related to the lesson/activity. The social-emotional atmosphere should be free of stress, underlining cooperation rather than the existence of the fittest, fastest, or strongest. Teaching strategies should incorporate techniques that promote collaboration between instructor and learners, respond to different learning styles, encourage self-responsibility, provide opportunities for independent learning, and use various informal assessment tools to guide instruction.</p> Miloš Popović Hana Válková Ivana Đorđević Ruzena Popovic Copyright (c) 2022 Miloš Popović, Hana Valkova, Ivana Đorđević, Ruzena Popovic 2022-07-01 2022-07-01 1 11 10.22159/ijoe.2022v10i4.44934 During the COVID-19 Pandemic: Online or Offline Learning in Application of the Drill Method for Volleyball Services? <p>The COVID-19 has infected and forced all world leaders, including Indonesian leader, to make very strong defense to resolve the spread of COVID-19. Therefore, a social distancing rule or restriction has emerged in social interaction and one of its impacts on education that given online and offline learning. In a study on student class 2 IPS 4 senior High School Country 1 Imogiri related direct lesson education physical, especially in the service material for volleyball, is still below the minimum completeness criteria. This is reinforced by the data from the pretest results showing that there are still 40% of students who passed in the top serve. This study uses classroom action research (CAR), which consists of 2 cycles to improve students’ abilities in material that does not find the minimum completeness criteria. The method used, namely exercise with online and offline learning models with an assessment focus on student psychomotoric. In group 1, learning completeness achieved reached 45%. However, these results still have not reached the expectation of completeness of 70% of the whole student in one class study. On group 2 level completeness learning, students reach 75% of students able to perform the top serve technique well. In conclusion, using the drill method with the model online learning, online and offline of group 1 until group 2 improvement by cumulative including tall.</p> Oktavian Arianto Dimyati Copyright (c) 2022 2022-07-01 2022-07-01 12 16 10.22159/ijoe.2022v10i4.44977 Development of Techno-Pedagogical Skills among Teacher Educators: The Case of Higher Technical Teachers’ Training College of the University of Buea, Cameroon <p>The aim of this study was to investigate teachers’ perception of techno-pedagogical skills in HTTTC Kumba. It was hypothesized that the perceived usefulness of techno pedagogical skills has no significant effect on teachers’ performance in HTTTC Kumba. 42 teachers of HTTTC were sampled by multistage sampling technique and administered a questionnaire. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results indicated a significant positive perception of technology among teachers in HTTTC Kumba despite the limitations and non-acceptance of technology demonstrated by some teachers in their responses. It was recommended that the teachers and teachers in training could be encouraged to have a more positive attitude towards the use of technology in their classrooms by providing the right infrastructure and provision for them to get technology-related help when needed.</p> Ngemunang Agnes Ngale Lyonga Asobo Jackson Nkeng Copyright (c) 2022 Ngemunang Agnes Ngale Lyonga, Asobo Jackson Nkeng 2022-07-01 2022-07-01 17 23 10.22159/ijoe.2022v10i4.45589