ACCESS (Adoption of Contemporary research Concentrating Education Science & Social Studies) Journal is an initiative of GEIST International Foundation where it invites researchers, enthusiasts, experts, teachers, educators, faculty members, policy makers, journalists and regulators and students of the education sector from the different parts of the world share their research experiences and results on education, educational development, teaching methodologies, innovation, trends and future. GEIST International Foundation welcomes honorable contributors from the global education sector to submit their research and study contents so that this journal can become a platform for knowledge and experience give-and-take.
Access Journal is the repository of information and knowledge which are important for education researchers, enthusiasts, experts, teachers, educators, faculty members, policy makers, journalist. Through this journal, the writers aim to enlighten the target readers with better approaches in education trends, edu-innovation, research findings on education sector, teaching methodologies, etc. Different challenges faced by the contributors are stated here along with methods of analysis and computation of data for the relevant research topic to support their views. The many challenges and constraints of education sector are also addressed along with feasible solutions advised by the contributors.
The scope of the contents written in the journal include Experiences, Practices, education sector trends, future, educational and research development, action research, different challenges and constraints with solutions, education sector innovation, STEAM education implementation, etc.
|Journal Title||Access Journal|
Two Issues per year
GEIST International Foundation
Prof. Margaret Warner
GEIST International Foundation would like to appreciate the immense contribution of the education enthusiasts from the following countries.
e-ISSN: 2709-8354 Volume 02, Number 03, November 2021
1. A Look into Global Competence Among ESL Teachers In STEAM Era by Nur Syafiqah Yaccob, Melor Md Yunus & Harwati Hashim
2. Application of STEM Models in Mathematics Classrooms at Secondary Schools by Hao Nguyen Thi & Hanh Pham Thi Hong
3. Digital Tools in The Learning Process And etwinning Projects by Shtykh Oksana
4. Integrating STEM in English Lessons for Senior High School and Low-Secondary School Students by Ozgu Ozturk
5. Multi Culture in Education by Anastasiia Mazurova
6. Stem-Career Orientation Amongst Vietnamese Secondary Students by Yen Thi Duong & Ha Thi Hai Nguyen
7. Challenges and Opportunities of English Language Teaching at Secondary Level in Bangladesh During COVID by Rajaram Paul Chowdhury
8. Translation of English aviation compound terms into Ukrainian by Julia Bondarenko
9. Creative online didactics for Physics practical classes at higher Secondary level during pandemics : A case study in English Medium School of Bangladesh by F A M Abdur Raquib
10. Math Phobia and its Remedies: A Case Study of Secondary School Students of Nepal by Basu Dev Dawadi
11. Digital Learning : Instructional Practice by Apurba Kumar Bosu
12. Student-centered Language Instruction by Rebecca H. Yoon
13. Status of Secondary and Higher Secondary Education during Covid-19 of Bangladesh by Zakir Hossain
14. Being an ACCESS “Auntie” Has Changed My Mindset by Yennifer Lombana Durán
15. Education and Creativity by Lesia Shcherbatiuk
16. My personal experience at the ACCESS Program by Leidy Viviana Fernandez Burgos
17. Beyond The Pen And The Paper... by Sumana Rahman
18. The Higg’s Boson and SUSY by Rahul Chatterjee
19. Access Program : A life changing experience by Miguel Chenal
20. Barriers to Learning by Udovenko Alice
14 editors and editorial board members from 17 countries/regions
Prof. Margaret Warner
Biplob K. Deb
Dr. Sabyasachi Majumdar
Dr. Taposh Kumar Biswas
Dr. Ananias C. Sabijon Jr., Ph.D
Dr. Sharmistha Banerjee
Md. Rakibul Hoque, Ph.D
Dr. Ranjit Podder
Pranab K. Deb
Ha Thi Hai Nguyen
Rajaram Paul Chowdhury
Kindly go through the Author Guideline and download the journal template before submission.
English Access Microscholarship Program, a flagship program of the U.S. Department of State has been run in more than 85 countries since 2004. Apart from enriching the 13-18 years old underprivileged students with U.S. culture and values, opportunities are also provided so that the students learn how to communicate effectively and efficiently in English. Besides, the Enhancement and Intensive Sessions of the program helps the students test their critical thinking, creative, cultural competencies and technological skills. It makes a person become a leader who can meet the challenges of the 21st century with his/her inherent and obtained qualities.
Access program is running in many countries. Each of the country has its own diversity in terms of students’ ethnicity, educational background, family background, culture and language. Challenges, best practices, success stories, classroom activities, enhancement, and intensive sessions are not similar in most of the countries. In addition to that, students’ areas of improvement are also different based on their field of interest.
Access Journal is a platform for sharing the knowledge, experiences, success stories, diary, challenges, event memories and many more. Through this Journal, GEIST International Foundation intends to compile much needful information for the Access teachers, students, alumni as well as providers. Tales of the best practices inspire the other Access teachers to restructure the contents and activities of the programs more excitingly. The challenges while conducting the program, adaptive measures taken to address the challenges and the pragmatic measures taken ultimately helps the target stakeholders to have a much deeper insight. Even, the teachers and program content designers also get ideas about innovative ways to plan events which they have not explored yet from the writeup shared in this journal.
Access Journal can help a student in many folds. It will increase vocabulary and reading skills. Sharing a story through a write up will help a student to increase his/her writing skills, thinking skills as well as communication skills. Students can learn from each other and also find different areas of concentrating their focus which they can apply in their next level of study, family life and also in job life. The variety of writings will inspire a current Access student to get motivated and keep pace on his/her current activities to reach the target.
Access Journal is the output of mutual collaboration, friendship, and commitment for the community service. When we reach out to the teachers, students and alumni they cordially cooperate with us with their valuable advice, write up, network and may more to make it happen and also to give it its actual look. Considering all the challenges and busy schedule, the contributors of this journal have done a tremendous job for the global Access community. We express our sincere gratitude to them. We have tried our level best to get output in terms of all areas of this issue and hope to do more better in the next one.
Finally, we are thankful to the U.S. Department of State for creating and realizing such an amazing program for the underprivileged. Because of this program, we are getting some inspiring social leaders who can change the world in the most sustainable way. Access Journal will continue its journey including those cases regularly without altering.
The abstract contains a brief description of the purpose: describes the objectives and hypotheses of the research. Methods: describes the essential features of the research design, data, and analysis. It may include the sample size, geographic location, demographics, variables, controls, conditions, tests, descriptions of research design, details of sampling techniques, and data gathering procedures. Results: describes the key findings of the study, including experimental, correlational, or theoretical results. It may also provide a brief explanation of the results. Implications: show how the results connect to policy and practice and provide suggestions for follow-up, future studies, or further analysis. Additional materials: notes the number of references, tables, graphs, exhibits, test instruments, appendixes, or other supplemental materials in the paper. Also, the abstract must be written in a single paragraph in English max 250 words.
The introduction must contain what the authors hoped to achieve and state the problem being investigated. The authors are encouraged to write the background of their articles in four (4) parts.
First, it should indicate the practical or theoretical problem, which is the basis of the research. It could be written in one or two paragraphs.
Second, provide recent studies in the area of the focus problem. These studies are needed to establish a state-of-the-art statement of the field of research and to identify the limitations of recent studies. It could be written in two or three paragraphs.
Third, identify the gap between the recent studies and the current empirical and theoretical aspects of the focused study. Typically, the introduction should summarize relevant research to provide context and explain what other authors’ findings, if any, are being challenged or extended. It could be written in one or two paragraphs.
Fourth, state the research question and research objectives based on the gap analysis presented in the previous paragraph. Furthermore, please indicate the novelty of the research. It could be written in one paragraph.
In general, this section describes how the study was conducted. The subject matters of this section are: (1) the study design; (2) the sample population or subject of the research; (3) data collection techniques and instrument development; (4) and data analysis techniques. Please use descriptive paragraphs. Use these questions as a guideline to write the method: 1) Is the design suitable for answering the question posed? 2) Is there sufficient information present to replicate the research? 3) Does the article identify the procedures followed? 4) Are these ordered in a meaningful way? 5) If the methods are new, are they explained in detail? 6) Was the sampling appropriate? 7) Have the equipment and materials been adequately described? 8) Does it clear what type of data was recorded? 9) Have the data been precise in describing measurements?
It is important to note that not need to use too many formulas or tables unless it is necessary to be displayed. This section must be written out briefly, concisely, clearly, but adequately so that it can be replicated. This section contains an explanation of the research approach, subjects of the study, the conduct of the research procedure, the use of materials and instruments, data collection, and analysis techniques. These are not theories. In the case of statistical methods, formulas that are generally known should not be written down. Any specific criteria used by the researcher in collecting and analyzing the research data should be thoroughly described. This section should be written not more than 10% (for qualitative research) or 15% (for quantitative analysis) of the body.
Subheadings – Level 2
This section is the central part of the article. It is where the author/s should explain in words what he/she discovered in the research. It should be laid out and in a logical sequence. The results of the study presented in this section are the result of a clean process of data analysis, such as statistical calculations and testing processes or other processes for the achievement of its research. State the findings of the study concisely. If the authors want to display a table, use the following format.
For qualitative research, data from interviews, observations, text interpretations, or many more. Are condensed or summarized into a brief substantial resume or summary to be reported. These significant findings can be presented in descriptive tables to facilitate ease of reading. Excerpts or extracts from interviews, observation results, texts, and others containing answers to research questions are shown in the discussion as authentic evidence. Interpretation of results should not be included in this section unless the research required a combination of both findings and analysis in one part.
Subheading Level 2
This section is also a significant part of the research articles and is also usually the longest part of an article. A discussion of the research presented in this section is the result—the process of data analysis, such as statistical calculations or other methods for the achievement of its study. Please present the discussion narratively.
Subheading Level 3
If the article presents direct quotations, excerpts from transcripts, or interview, use this format:
Use these questions as guidelines in formulating synthesis/discussion: Are the claims in this section supported by the results, do they seem reasonable? 2) Have the authors indicated how the results relate to expectations and earlier research? 3)Does the article support or contradict previous theories?
Referencing in the body of the article uses braces: (…); an example with one author: (Ilham, 2018); two authors: (Ilham & Firman, 2017), and three to five authors: (Ilham, Firman, & Iksan, 2018) for the first mention and (Ilham et al., 2018) for the subsequent mentions.
Names of authors can also be mentioned outside the braces, e.g., Ilham & Efendi (2017), following the writing style.
For direct quotation or particular facts, the page number (numbers) is needed, e.g.: (Nurgiyantoro & Efendi, 2017: 144), (Nurgiyantoro & Efendi, 2017: 144-146). It is advised not to use too many direct quotations. Should one be used, it is written in the (“…”) format in the paragraph for the quote of fewer than 40 words. For a direct quote of more than 40 words, it is written in a separate block (outside the paragraph), half an inch indented from the left margin, with no quotation marks, and followed by (name of the author, year: page number).
For a core statement taken from several references, all the sources should be acknowledged in alphabetical order using a semicolon (;); e.g. (Firman, 2012; Ilham, 2012; Iksan, Hisbullah, & Burhan, 2018).
For translated sources, the author of the sourcebook, year of the translation, and title of the sourcebook are mentioned.
In the case of referencing two sources with the same author and year, the lower-case letters are used after the year, e.g.: (Syihab, 2012a) and Syihab (2012b).
This part consists of two (2) sub-parts: the conclusion of the article and suggestions or recommendations from the research. Conclude the article critically and logically based on the research findings. Please be careful in generalizing the results. The authors should also state the research limitation in these parts. Generally, the conclusion should explain how the research has moved the body of scientific knowledge forward. In suggestion, please describe the author’s recommendations for further studies regarding the author’s research implication.
State the contributing parties or institutions which help the author’s research. It is important to acknowledge those who help the authors in funding, research facilities, or meaningful suggestions in improving the author’s article. If the article has presented in a seminar or conference, the authors can also mention them in this section.
The reference entry is arranged in alphabetical order. All the references must be listed in the reference list. The references, as well as in-text citation, must be written in the American Psychological Association (APA) style format. Please use reference manager software (i.e., Mendeley, EndNote, or Zotero). Otherwise, the authors need to make sure that each reference is cited correctly in the body text, and vice versa. It is advisable to use journal articles as reference sources rather than books or proceedings. The author is obliged to contain all the references validly according to the origins and DOI (digital object identifier), particularly for entries from journals. In the case of cities of publication, differences should be made in writing cities of the USA and cities outside the USA. For example, cities in the USA are listed together with the initials of the state, e.g., for Boston of Massachusetts: Boston, MA.
As part of the submission process, the author has asked to make sure every submission has followed the provisions made. Submissions can be returned or declined if they manuscript do not meet the conditions, as follows: