Research Publications

Now showing 1 - 3 of 3

Open Access
The Effect of the Curriculum of the English Access Micro-Scholarship Program on the Improvement of 21st- Century Skills of Its Students in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Yatiagalagama, N; Priyanath, H. M. S.
This paper examines the impact of the English Access Micro-scholarship program curriculum on improving the 21st-century skills of its students in Sri Lanka. The study utilizes a quantitative method for data collection. The sample consists of 92 access students; the data were collected through a structured questionnaire and analyzed withthe Partial Least Squares-Structural Equation Model (PLS-SEM), supported by SmartPLS. The results show that English knowledge encompassing the four skills targeted through the access micro-scholarship program positively impacts the improvement of 21st-century skills of its students. Communication ability, which is expected to be developed through the access curriculum, has a favorable influence on the enhancement of 21st-century skills of access to students. Additionally, confidence and self-esteem fostered through the access curriculum positively influence the improvement of 21st-century skills of students. Cultural awareness taught through the Access Curriculum also positively impacts this improvement. Finally, English knowledge and time management imparted through the access curriculum significantly enhance the development of 21st-century skills of access students.
Open Access
RELATIONSHIP AMONG STUDENTS'LEARNING STYLE, ASSESSMENT OF LEARNING OUTCOMES AND STUDENTS'PERFORMANCES
(Horizon Campus, National School of Business and Management , Sri Lanka, 2017) Peiris, S; Peiris, C. N; Wickramasinghe, S
Learning Outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably be demonstrated at the end of a course or a program. In other words, learning outcomes identify what a learner will know and will be able to do by the end of a course or a program. Assessment is a systematic process of looking at student achievements within and across courses by gathering, interpreting and using information about student learning for educational improvement Curriculum is a planned educational experience in a given discipline implemented within a specified time period to foster the desired academic & professional development of learners in that discipline. Our main objective is to train quality specialists capable to meet the national/international requirements. This paper extensively discusses the importance of assessment, learning outcomes, students‟ learning styles and the relationship between Students‟ Learning Style and the assessment of Student Learning Outcomes. The survey outcomes depict that the identification of Students‟ Learning Style is very important during early stage of a module as it is greatly helpful to prepare assessments and teaching methods which can be used in delivering the module. Students with different learning styles perform differently during assessments in practical and theoretical classes. Most of the lecturers do their best to finish the module according to the given time period. But the important thing is how students achieve the learning outcomes of the particular module. By considering these aspects, it is clear that there is a close relationship among Students‟ Learning Style, Assessment of Student Learning Outcomes and Students‟ Performances.
Embargo
Role of Education Administrators in Implementing 21st Century Skills at National Colleges of Education
(Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Rohan, R. M. D
The current changes taking place within the Sri Lankan education system focus more on integration of 21st century skills to the learning teaching approach. However, . majority of the teachers have no idea about 21st century skills and their integration to the curricular. This is research conducted to explore the role played by the education leaders to the curriculum of National Colleges of Education where pre-service teacher education is conducted. Two different questionnaires were administered for the Vice Presidents (Academic and Quality Assurance) and 50 lecturers of seven (7) National Colleges of Education where English medium courses are held. Also, semi-structured interviews for the Vice Presidents and lesson observations of (10) lecturers were conducted for data gathering. Data were analyzed both statistically and qualitatively. It was revealed in the process of data gathering that though the lecturers, prospective teachers and Vice Presidents possess a little knowledge about 21st century skills, integration of them in the curriculum has not been effectively done. The Vice Presidents lack strength and capacity of acting swiftly to achieve the expected targets in relation to the 21st century skills. A radical change to the role of Vice President is suggested to support 21st century skills. Capacity building and skill strengthening programs are suggested to help the Vice Presidents overcome their inability of making right decisions at the time of need. Further, it was suggested that the Teacher Educator service minute is revised so that more capable dynamic, young officers can come to these responsible positions.

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