Coping Strategies In Education

RESULTS AND DISCUSSION

The results of the study are presented in Table 1. Table 1 revealed that the coping strategies in each academic challenge have been ranked and were given verbal interpretation.

In Student Demographics, teachers- new and old in teaching service, still want to grow professionally. It ranked 1st with the weighted mean of 4.74. Teachers believe that there is a lot to be gained from pursuing a postgraduate degree. Apart from the fact that it makes them more knowledgeable, it also helps increase their job opportunities and pushes them to develop on both a personal and professional level (Karrera, M).While there is ample evidence that teachers are pursuing graduate degrees in increasing numbers (Memorial University, personal

Utilizing technology in this 21st century learning had a weighted mean of 4.48 making it in rank 1. Technology has helped in the growth of mobile learning and long distance learning. Recent advancements in educational technologies have yielded positive results in our education sector. This new educational technology is supporting both teaching and learning processes, technology has digitized classrooms through digital learning tools like, computers, iPads, smartphones, smart digital white boards; it has expanded course offerings, it has increased student’s engagement and motivation towards learning (Ramey, K., 2013). The strategy of cooperative learning to work with others and see different point of views rank 2nd with a weighted mean of 4.24. In every institution, academicians are trying to increase the effectiveness of learning through a variety of teaching approaches. Over the last three decades, one of the pedagogical practices that has attracted much attention to the world of education is cooperative approach. Cooperative learning has become quite an internationally known area among social researches (Slavin, 2011). It is considered to be far more effective compared to lecture-based teaching ( Tran & Lewis, 2012a; Tran & Lewis 2012b; Slavin, 2011, Johnson & Johnson, 2009). There are many varieties of cooperative learning such as Teams-Games-Tournaments (TGT), Jigsaw Grouping, Group Investigation (GI), Student Teams Achievement Division (STAD), Learning Together (LT) and Team Accelerated Instruction (TAI). Even though Paulsen and Faust (2008) note that there is still a resistance and hesitation in higher education to transform traditional university classes into cooperative learning environments, university lecturers or professors have to accept the fact that it is a must approach to be integrated into their classrooms whether they like it