We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
2. International Journal of Learning, Teaching and Educational Research
(IJLTER)
Vol. 19, No. 12 (December 2020)
Print version: 1694-2493
Online version: 1694-2116
IJLTER
International Journal of Learning, Teaching and Educational Research (IJLTER)
Vol. 19, No. 12
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, specifically those of translation, reprinting, re-use of illustrations,
broadcasting, reproduction by photocopying machines or similar means, and storage in data banks.
Society for Research and Knowledge Management
3. International Journal of Learning, Teaching and Educational Research
The International Journal of Learning, Teaching and Educational
Research is a peer-reviewed open-access journal which has been
established for the dissemination of state-of-the-art knowledge in the
fields of learning, teaching and educational research.
Aims and Objectives
The main objective of this journal is to provide a platform for educators,
teachers, trainers, academicians, scientists and researchers from over the
world to present the results of their research activities in the following
fields: innovative methodologies in learning, teaching and assessment;
multimedia in digital learning; e-learning; m-learning; e-education;
knowledge management; infrastructure support for online learning;
virtual learning environments; open education; ICT and education;
digital classrooms; blended learning; social networks and education; e-
tutoring: learning management systems; educational portals, classroom
management issues, educational case studies, etc.
Indexing and Abstracting
The International Journal of Learning, Teaching and Educational
Research is indexed in Scopus since 2018. The Journal is also indexed in
Google Scholar and CNKI. All articles published in IJLTER are assigned
a unique DOI number.
4. Foreword
We are very happy to publish this issue of the International Journal of
Learning, Teaching and Educational Research.
The International Journal of Learning, Teaching and Educational
Research is a peer-reviewed open-access journal committed to
publishing high-quality articles in the field of education. Submissions
may include full-length articles, case studies and innovative solutions to
problems faced by students, educators and directors of educational
organisations. To learn more about this journal, please visit the website
http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board
and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration.
The Editorial Board is composed of renowned people from across the
world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal
with this issue.
Editors of the December 2020 Issue
5. VOLUME 19 NUMBER 12 December 2020
Table of Contents
Analysis of Lesson Plans from Rwandan Physics Teachers..............................................................................................1
Kizito Ndihokubwayo, Irénée Ndayambaje and Jean Uwamahoro
First-Year Accounting Student Teachers’ Perceptions of their Classroom Learning Environment........................... 30
Mapuya Medson
How Adolescent Students with Disabilities and /or Complex Needs Perceive the Notion of Resilience: A Study
in Greece and England......................................................................................................................................................... 43
Maria Georgiadi, Stefanos Plexousakis, Josie Maitland, Elias Kourkoutas and Angie Hart
Reshaping the University Curriculum through the Visiting Lectureship.....................................................................70
Valentyna I. Bobrytska, Hanna V. Krasylnykova, Nina G. Batechko, Nataliia А. Beseda and Yevhenii S. Spitsyn
Teaching Children with Special Needs in Nigerian Regular Classes: Impact of Gender, Marital Status, Experience,
and Specialty ......................................................................................................................................................................... 86
Kingsley Chinaza Nwosu, WP Wahl, Hasina Cassim, Emmanuel Nkemakolam Okwuduba and Gloria Uzoamaka Nnaemeka
Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates
towards Global Competence Initiatives........................................................................................................................... 106
Gilbert C. Magulod, Leonilo B. Capulso, Josephine Pineda Dasig, Micheal Bhobet B. Baluyot, John Noel S. Nisperos, Ethel
Reyes-Chua, Mahyudin Ritonga, Randy Joy M. Ventayen, Assel Khassenova, Mashraky Mustary and Supat Chupradit
The Development of Instructional Leadership Scale of Elementary School Principals in Indonesia ...................... 126
Agung Purwa Widiyan, Saowanee Sirisooksilp and Pennee Kantavong Narot
Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University
Classrooms in Zimbabwe .................................................................................................................................................. 146
Norman Rudhumbu
A Conceptual Research Model for Investigating the Impact of Online Teacherpreneurship Education on Students’
Teacherpreneurial Competencies and Intentions in Preservice Teacher Education .................................................. 163
Olusiji Adebola Lasekan, Reyaz Malik and Claudia Méndez Alarcon
Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers .......................... 190
Mothofela R Msimanga
Questions in English Medium Instruction Undergraduate Lectures in a Sri Lankan University: Why are they
important?............................................................................................................................................................................ 208
Abdul Majeed Mohamed Navaz
Exploring Pre-Service Teachers’ Emotional Competence and Motivation for the Choice of a Teaching Career... 230
Tea Pavin Ivanec
6. Convergence or Divergence in EFL Teachers’ and Learners’ Beliefs on Using Smartphones in Learning English:
The Case of Master1 Students - University of Tlemcen (Algeria) ................................................................................ 246
Fatima Zohra Belkhir-Benmostefa
Investigating Predictors of Academic Plagiarism among University Students.......................................................... 264
Sumayah Nabee, Joash Mageto and Noleen Pisa
Reimagining the Sustainable and Social Justice Mathematics Classrooms in the Fourth Industrial Revolution... 281
Tshele J. Moloi and Mogalatjane E. Matabane
Efficacy of Teachers’ In‐Service Training for Increasing Their Knowledge of Attention Deficit Hyperactivity
Disorder in Eastern Region, Saudi Arabia....................................................................................................................... 295
Tareq Melhem