Abstract: College students are expected to engage in an on-the-job training or internship for completion of a course requirement prior to graduation. In this scenario, they are exposed to the real world of work outside their training institution. To find out their readiness both emotionally and academically, this study has been conducted. A descriptive-correlational research design was employed and random sampling technique method was utilized among 265 randomly selected third year college students of PIT, SY 2014-15. A questionnaire on Emotional Intelligence (bearing the four components namely; emotional literacy, emotional quotient competence, values and beliefs and emotional quotient outcomes) was fielded to the respondents and GWA was extracted from the school automate. Data collected were statistically treated using percentage, weighted mean and Pearson-r for correlation.
Results revealed that respondents’ emotional intelligence level is moderately high while their academic performance is good. A high significant relationship was found between the EI component; Emotional Literacy and their academic performance while only significant relationship was found between Emotional Quotient Outcomes and their academic performance. Therefore, if EI influences academic performance significantly when correlated, a possibility that their OJT performance can also be affected either positively or negatively. Thus, EI can be considered predictor of their academic and academic-related performance. Based on the result, it is then recommended that the institution would try to look deeply into the consideration of embedding emotional intelligence as part of the (especially on Emotional Literacy and Emotional Quotient Outcomes of the students) college curriculum. It can be done if the school shall have an effective Emotional Intelligence framework or program manned by qualified and competent teachers, guidance counselors in different colleges in its implementation.
Abstract: Improving added value and productivity of services entails improving both value-in-exchange and value-in-use. Value-in-use is realized by value co-creation, where providers and receivers create value together. In higher education services, value-in-use comes from learners achieving learning outcomes (e.g., knowledge and skills) that are consistent with their learning goals. To enhance the learning outcomes of a learner, it is necessary to enhance and utilize the abilities of the teacher along with the abilities of the learner. To do this, however, the learner and the teacher need to build a consensus about their respective roles. Teachers need to provide effective learning content; learners need to choose the appropriate learning strategies by using the learning content through consensus building. This makes consensus building an important factor in value co-creation. However, methods to build a consensus about their respective roles may not be clearly established, making such consensus difficult. In this paper, we propose some strategies for consensus building between a teacher and a learner in value co-creation. We focus on a teacher and learner co-design and propose an analysis method to clarify a collaborative design process to realize value co-creation. We then analyze some counseling data obtained from a university class. This counseling aimed to build a consensus for value-in-use, learning outcomes, and learning strategies between the teacher and the learner.
Abstract: This article describes the implementation of an
experimental model for teaching ICT tools and digital environments
in teachers training college. In most educational systems in the
Western world, new programs were developed in order to bridge the
digital gap between teachers and students. In spite of their
achievements, these programs are limited due to several factors: The
teachers in the schools implement new methods incorporating
technological tools into the curriculum, but meanwhile the
technology changes and advances. The interface of tools changes
frequently, some tools disappear and new ones are invented. These
conditions require an experimental model of training the pre-service
teachers. The appropriate method for instruction within the domain of
ICT tools should be based on exposing the learners to innovations,
helping them to gain experience, teaching them how to deal with
challenges and difficulties on their own, and training them. This
study suggests some principles for this approach and describes step
by step the implementation of this model.
Abstract: 21st century has transformed the labor market
landscape in a way of posing new and different demands on
university graduates as well as university lecturers, which means that
the knowledge and academic skills students acquire in the course of
their studies should be applicable and transferable from the higher
education context to their future professional careers. Given the
context of the Languages for Specific Purposes (LSP) classroom, the
teachers’ objective is not only to teach the language itself, but also to
prepare students to use that language as a medium to develop generic
skills and competences. These include media and information
literacy, critical and creative thinking, problem-solving and analytical
skills, effective written and oral communication, as well as
collaborative work and social skills, all of which are necessary to
make university graduates more competitive in everyday professional
environments. On the other hand, due to limitations of time and large
numbers of students in classes, the frequently topic-centered syllabus
of LSP courses places considerable focus on acquiring the subject
matter and specialist vocabulary instead of sufficient development of
skills and competences required by students’ prospective employers.
This paper intends to explore some of those issues as viewed both by
LSP lecturers and by business professionals in their respective
surveys. The surveys were conducted among more than 50 LSP
lecturers at higher education institutions in Croatia, more than 40 HR
professionals and more than 60 university graduates with degrees in
economics and/or business working in management positions in
mainly large and medium-sized companies in Croatia. Various elements of LSP course content have been taken into
consideration in this research, including reading and listening
comprehension of specialist texts, acquisition of specialist vocabulary
and grammatical structures, as well as presentation and negotiation
skills. The ability to hold meetings, conduct business correspondence,
write reports, academic texts, case studies and take part in debates
were also taken into consideration, as well as informal business
communication, business etiquette and core courses delivered in a
foreign language. The results of the surveys conducted among LSP
lecturers will be analyzed with reference to what extent those
elements are included in their courses and how consistently and
thoroughly they are evaluated according to their course requirements.
Their opinions will be compared to the results of the surveys
conducted among professionals from a range of industries in Croatia
so as to examine how useful and important they perceive the same
elements of the LSP course content in their working environments.
Such comparative analysis will thus show to what extent the syllabi
of LSP courses meet the demands of the employment market when it
comes to the students’ language skills and competences, as well as
transferable skills. Finally, the findings will also be compared to the
observations based on practical teaching experience and the relevant
sources that have been used in this research. In conclusion, the ideas and observations in this paper are merely
open-ended questions that do not have conclusive answers, but might
prompt LSP lecturers to re-evaluate the content and objectives of
their course syllabi.
Abstract: Game-based learning can enhance the learning
motivation of students and provide a means for them to learn through
playing games. This study used augmented reality technology to
develop an interactive card game as a game-based teaching aid for
delivering elementary school science course content with the aim of
enhancing student learning processes and outcomes. Through playing
the proposed card game, students can familiarize themselves with
appearance, features, and foraging behaviors of insects. The system
records the actions of students, enabling teachers to determine their
students’ learning progress. In this study, 37 students participated in an
assessment experiment and provided feedback through questionnaires.
Their responses indicated that they were significantly more motivated
to learn after playing the game, and their feedback was mostly
positive.
Abstract: Computer education is referred to as the knowledge
and ability to use computers and related technology efficiently, with a
range of skills covering levels from basic use to advance. Computer
continues to make an ever-increasing impact on all aspect of human
endeavours such as education. With numerous benefits of computer
education, what are the insights of students on computer education?
This study investigated the perception of senior secondary school
students on computer education in Federal Capital Territory (FCT),
Abuja, Nigeria. A sample of 7500 senior secondary schools students
was involved in the study, one hundred (100) private and fifty (50)
public schools within FCT. They were selected by using simple
random sampling technique. A questionnaire [PSSSCEQ] was
developed and validated through expert judgement and reliability coefficient
of 0.84 was obtained. It was used to gather relevant data on
computer education. Findings confirmed that the students in the FCT
had positive perception on computer education. Some factors were
identified that affect students’ perception on computer education. The
null hypotheses were tested using t-test and ANOVA statistical
analyses at 0.05 level of significance. Based on these findings, some
recommendations were made which include competent teachers
should be employed into all secondary schools. This will help
students to acquire relevant knowledge in computer education,
technological supports should be provided to all secondary schools;
this will help the users (students) to solve specific problems in
computer education and financial supports should be provided to
procure computer facilities that will enhance the teaching and the
learning of computer education.
Abstract: Rapid developments in technology in the present age
have made it necessary for communities to follow technological
developments and adapt themselves to these developments. One of
the fields that are most rapidly affected by these developments is
undoubtedly education. Determination of the attitudes of preservice
teachers, who live in an age of technology and get ready to raise
future individuals, is of paramount importance both educationally and
professionally. The purpose of this study was to analyze attitudes of
preservice teachers towards technology and some variables that
predict these attitudes (gender, daily duration of internet use, and the
number of technical devices owned). 329 preservice teachers
attending the education faculty of a large university in central Turkey
participated, on a volunteer basis, in this study, where relational
survey model was used as the research method. Research findings
reveal that preservice teachers’ attitudes towards technology are
positive and at the same time, the attitudes of male preservice
teachers towards technology are more positive than their female
counterparts. As a result of the stepwise multiple regression analysis
where factors predicting preservice teachers’ attitudes towards
technology, it was found that duration of daily internet use was the
strongest predictor of attitudes towards technology.
Abstract: English like any other language is rich by means of arbitrary, conventional, symbols which lend it to lot of inconsistencies in spelling, phonology, syntax, and morphology. The research examines the irregularities prevalent in the structure and meaning of some ‘er’ lexical items in English and its implication to vocabulary acquisition. It centers its investigation on the derivational suffix ‘er’, which changes the grammatical category of word. English language poses many challenges to Second Language Learners because of its irregularities, exceptions, and rules. One of the meaning of –er derivational suffix is someone or somebody who does something. This rule often confuses the learners when they meet with the exceptions in normal discourse. The need to investigate instances of such inconsistencies in the formation of –er words and the meanings given to such words by the students motivated this study. For this purpose, some senior secondary two (SS2) students in six randomly selected schools in the metropolis were provided a large number of alphabetically selected ‘er’ suffix ending words, The researcher opts for a test technique, which requires them to provide the meaning of the selected words with- er. The marking of the test was scored on the scale of 1-0, where correct formation of –er word and meaning is scored one while wrong formation and meaning is scored zero. The number of wrong and correct formations of –er words meaning were calculated using percentage. The result of this research shows that a large number of students made wrong generalization of the meaning of the selected -er ending words. This shows how enormous the inconsistencies are in English language and how are affect the learning of English. Findings from the study revealed that though students mastered the basic morphological rules but the errors are generally committed on those vocabulary items that are not frequently in use. The study arrives at this conclusion from the survey of their textbook and their spoken activities. Therefore, the researcher recommends that there should be effective reappraisal of language teaching through implementation of the designed curriculum to reflect on modern strategies of teaching language, identification, and incorporation of the exceptions in rigorous communicative activities in language teaching, language course books and tutorials, training and retraining of teachers on the strategies that conform to the new pedagogy.
Abstract: Global economy today is full of sophistication. All
over the world, business and marketing practices are undergoing
unprecedented transformation. In realization of this fact, the federal
government of Nigeria has put in place a robust transformation
agenda in order to put Nigeria in a better position to be a competitive
player and in the process transform all sectors of its economy. New
technologies, especially the Internet, are the driving force behind this
transformation. However, technology has inadvertently affected the
way businesses are done thus necessitating the acquisition of new
skills. In developing countries like Nigeria, citizens are still battling
with effective application of those technologies. Obviously, students
of business education need to acquire relevant business knowledge to
be able to transit into the world of work on graduation from school
and compete favorably in the labor market. Therefore, effective
utilization of social media by both teachers and students can help
extensively in empowering students with the needed skills. Social
media which is a group of Internet-based applications built on the
ideological foundations of Web 2.0, that allow the creation and
exchange of user generated content, and if incorporated into the
classroom experience may be the needed answer to unemployment
and poverty in Nigeria as beneficiaries can easily connect with
existing and potential enterprises and customers, engage with them
and reinforce mutual business benefits. Challenges and benefits of
social media use in education in Nigeria universities were revealed in
this study.
Abstract: The present research aimed at studying the awareness
and attitudes of teachers towards inclusive education. The sample
consisted of 60 teachers, teaching in the primary section (1st – 4th) of
regular schools affiliated to the SSC board in Mumbai. Sample was
selected by Multi-stage cluster sampling technique. A semi-structured
self-constructed interview schedule and a self-constructed attitude
scale was used to study the awareness of teachers about disability and
Inclusive education, and their attitudes towards inclusive education
respectively. Themes were extracted from the interview data and
quantitative data was analyzed using SPSS package. Results revealed
that teachers had some amount of awareness but an inadequate
amount of information on disabilities and inclusive education.
Disability to most (37) teachers meant “an inability to do something”.
The difference between disability and handicap was stated by most as
former being cognitive while handicap being physical in nature. With
regard to Inclusive education, a large number (46) stated that they
were unaware of the term and did not know what it meant. Majority
(52) of them perceived maximum challenges for themselves in an
inclusive set up, and emphasized on the role of teacher training
courses in the area of providing knowledge (49) and training in
teaching methodology (53). Although, 83.3% of teachers held a
moderately positive attitude towards inclusive education, a large
percentage (61.6%) of participants felt that being in inclusive set up
would be very challenging for both children with special needs and
without special needs. Though, most (49) of the teachers stated that
children with special needs should be educated in regular classroom
but they further clarified that only those should be in a regular
classroom who have physical impairments of mild or moderate
degree.
Abstract: Sub-Saharan Africa is described as the second fastest
growing in mobile phone penetration in the world more than in the
United States or the European Union. Mobile phones have been used
to provide a lot of opportunities to improve people’s lives in the
region such as in banking, marketing, entertainment, and paying for
various bills such as water, TV, and electricity. However, the
potential of mobile phones to enhance teaching and learning has not
been explored. This study presents an experience of developing and
delivering SMS based quiz questions used to assess mastery of
subject content knowledge of science and mathematics secondary
school teachers in Tanzania. The SMS quizzes were used as a follow
up support mechanism to 500 teachers who participated in a project
to upgrade subject content knowledge of teachers in science and
mathematics subjects in Tanzania. Quizzes of 10-15 questions were
sent to teachers each week for 8 weeks and the results were analyzed
using SPSS. Results show that teachers who participated in chemistry
and biology subjects have better performance compared to those who
participated in mathematics and physics subjects. Teachers reported
some challenges that led to poor performance, This research has
several practical implications for those who are implementing or
planning to use mobile phones in teaching and learning especially in
rural secondary schools in sub-Saharan Africa.
Abstract: Experience is what makes a man perfect. Though we
tend to learn many a different things in life through practice still we
need to go an extra mile to gain experience which would be profitable
only when it is integrated with regular practice. A clear phenomenal
idea is that every teacher is a learner. The centralized idea of this paper would focus on the integrated
practices carried out among the students of Jizan University which
enhances learning through experiences. Integrated practices like
student-directed activities, balanced curriculum, phonological based
activities and use of consistent language would enlarge the vision and
mission of students to earn experience through learning. Students
who receive explicit instruction and guidance could practice the skills
and strategies through student-directed activities such as peer tutoring
and cooperative learning. The second effective practice is to use
consistent language. Consistent language provides students a model
for talking about the new concepts which also enables them to
communicate without hindrances. Phonological awareness is an
important early reading skill for all students. Students generally have
phonemic awareness in their home language can often transfer that
knowledge to a second language. And also a balanced curriculum
requires instruction in all the elements of reading. Reading is the
most effective skill when both basic and higher-order skills are
included on a daily basis. Computer based reading and listening skills
will empower students to understand language in a better way.
English language learners can benefit from sound reading instruction
even before they are fully proficient in English as long as the
instruction is comprehensible. Thus, if students have to be well
equipped in learning they should foreground themselves in various
integrated practices through multifarious experience for which
teachers are moderators and trainers. This type of learning prepares
the students for a constantly changing society which helps them to
meet the competitive world around them for better employability
fulfilling the vision and mission of the institution.
Abstract: This study aimed to 1) develop pre-service teachers’
leadership skills through camp-based learning, and 2) develop preservice
teachers’ teamwork skills through camp-based learning. An
applied research methodology was used. The target group was
derived from a purposive selection. It involved 32 fourth-year
students in Early Childhood Education Program enrolling a course
entitled Seminar in Early Childhood Education provided during
second semester of academic year 2013. The treatment was camp-based
learning activities which applied a PDCA process including
four stages: 1) plan, 2) do, 3) check, and 4) act. Research instruments
were a learning camp program, a camp-based learning management
plan, a 5-level assessment form for leadership skills and a 5-level
assessment form for assessing teamwork skills. Data were analyzed
using descriptive statistics. Results were: 1) pre-service teachers’
leadership skills yielded the before treatment average score at x= 3.4,
S.D.=0.6 2and the after-treatment average score at x 4.29 , S.D.=0.66
pre-service teachers’ teamwork skills yielded the before-treatment
average score at x=3.31, S.D.=0.60 and the after-treatment average
score at x=4.42, S.D.=0.66 Both differences were statistically
significant at the .05 level. Thus, the pre-service teachers’ leadership
and teamwork skills were significantly improved through the camp-based
learning approach.
Abstract: The purpose of the study was to examine lifelong
education for teachers as a tool for achieving effective teaching and
learning. Lifelong education enhances social inclusion, personal
development, citizenship, employability, teaching and learning,
community and the nation. It is imperative that the teacher needs to
update his knowledge regularly to be able to perform optimally, since
he has a major position in the inculcation of desirable elements in
students, and the challenges of lifelong education were also
discussed. Descriptive survey design was adopted for the study. A
simple random sampling technique was used to select 80 teachers as
sample from a population of 105 senior secondary school teachers in
Makurdi Local Government Area of Benue State. A 20-item self
designed questionnaire subjected to expert validation and reliability
was used to collect data. The reliability Alpha coefficient of 0.87 was
established using Cronbach’s Alpha technique, mean scores and
standard deviation were used to answer the 2 research questions
while chi-square was used to analyse data for the 2 null hypotheses,
which states that lifelong education for teachers is not a significant
tool for achieving effective teaching and lifelong education for
teachers does not significantly impact on effective learning. The
findings of the study revealed that, lifelong education for teachers can
be used as a tool for achieving effective teaching and learning, and
the study recommended among others that government, organizations
and individuals should in collaboration put lifelong education
programmes for teachers on the priority list. The paper concluded
that the strategic position of lifelong education for teachers towards
enhanced teaching, learning and the production of quality manpower
in the society makes it imperative for all hands to be on “deck” to
support the programme financially and otherwise.
Abstract: This investigation is focused on using of Mon dance
in Pathum Thani Province’s tradition and has the following
objectives: 1) to study the background of Mon dance in Pathum
Thani Province; 2) to study Mon dance in Pathum Thani Province;
and 3) to study of using Mon dance in Pathum Thani province’s
tradition. This qualitative research was conducted in Pathum Thani
province (in the central of Thailand). Data was collected from
documentary study and field data by means of observation, interview,
and group discussion. Workshops were also held with a total of 100
attendees, comprised of 20 key informants, 40 casual informants and
40 general informants. Data was validated using the triangulation
technique and the findings are presented using the descriptive
analysis. The results of the study show that the historical background
of Mon dance in Pathum Thani Province initiated during the war
evacuation from Martaban (south of Burma) to settle down in Sam
Khok, Pathum Thani Province in Ayutthaya period to Rattanakosin.
The study found that Mon dance typically consists of 12-13 dancing
process. The melodies have 12-13 songs. Piphat Mon (Mon
traditional music ensemble) is used in the performance. Performers
are dressed in Mon traditional costumes. The performers are 6-12
women and depending on the employer’s demands. Length of the
performance varies from the duration of music orchestration. Rituals
and customs performed are paying homage to teachers before the
performance. The offerings are composed of flowers, incense sticks,
candles, money gifts which are well arranged on a tray with pedestal,
and also liquors, tobaccos and pure water for asking propitiousness.
For the use of Mon dance in Pathum Thani Province’s tradition, it is
found that the dance is commonly performed in the funeral
ceremonial tradition at present because the physical postures of the
performance are considered graceful and exquisite. In addition, as for
its value, it has long been believed since the ancient times that Mon
dance was a sacred thing considered as the dignity and glorification
especially for funeral ceremonies of priest or royal hierarchy classes.
However, Mon dance has continued to be used in the traditions
associated with Mon people activities in Pathum Thani Province for
instance customary welcome for honor guest and Songkran festival.
Abstract: The ultimate purpose of this investigation was to
determine the teachers’ opinions as well as students’ opinions
towards the Adapted English Lessons. The subjects of the study were
5 Thai teachers, who teach English, and 85 Grade 10 mixed-ability
students at Triamudom Suksa Pattanakarn Ratchada School,
Bangkok, Thailand. The research instruments included questionnaires
and the informal interview. The data from the research instruments
was collected and analyzed concerning linguistic principles of
minimal pair and articulatory phonetics as well as teaching
techniques of mimicry-memorization; vocabulary substitution drills,
language pattern drills, reading comprehension exercise, practicing
listening, speaking and writing skill and communicative activities;
informal talk and free writing. The data was statistically compiled
according to an arithmetic percentage. The results showed that the
teachers and students have very highly positive opinions towards
adapting linguistic principles for teaching and learning phonological
accuracy. Teaching techniques provided in the Adapted English
Lessons can be used efficiently in the classroom. The teachers and
students have positive opinions towards them too.
Abstract: The present study examined how translation teachers
develop final tests as measures for checking on the quality of
students’ academic translation in Iranian context. To achieve this
goal, thirty experienced male and female translation teachers from the
four types of the universities offering the program were invited to an
in-depth 30-minute one-session semi-structured interview. The
responses provided showed how much discrepancy exists among the
Iranian translation teachers (as developers of final translation tests),
who are least informed with the current translation evaluation
methods. It was also revealed that the criteria they use for developing
such tests and scoring student translations are not theory-driven but
are highly subjective, mainly based on their personal experience and
intuition. Hence, the quality and accountability of such tests are under
serious question. The results also confirmed that the dominant
method commonly and currently practiced is the purely essay-type
format. To remedy the situation, some suggestions are in order. As
part of the solution, to improve the reliability and validity of such
tests, the present summative, product-oriented evaluation should be
accompanied with some formative, process-oriented methods of
evaluation. Training the teachers and helping them get acquainted
with modern principles of translation evaluation as well as the
existing models, and rating scales does improve the quality of
academic translation evaluation.
Abstract: For schools to be desirable places in which to work, it
is necessary for principals to recognise their teachers’ emotions, and
be sensitive to their needs. This necessitates that principals are
capable to correctly identify their emotionally intelligent behaviours
(EIBs) they need to use in order to be successful leaders. They also
need to have knowledge of their emotional intelligence and be able to
identify the factors and situations that evoke emotion at an
interpersonal level. If a principal is able to do this, then the control
and understanding of emotions and behaviours of oneself and others
could improve vastly. This study focuses on the interpersonal EIBS
of principals affecting the job satisfaction of teachers. The correlation
coefficients in this quantitative study strongly indicate that there is a
statistical significance between the respondents’ level of job
satisfaction, the rating of their principals’ EIBs and how they believe
their principals’ EIBs will affect their sense of job satisfaction. It can
be concluded from the data obtained in this study that there is a
significant correlation between the sense of job satisfaction of
teachers and their principals’ interpersonal EIBs. This means that the
more satisfied a teacher is at school, the more appropriate and
meaningful a principal’s EIBs will be. Conversely, the more
dissatisfied a teacher is at school the less appropriate and less
meaningful a principal’s interpersonal EIBs will be. This implies that
the leaders’ EIBs can be construed as one of the major factors
affecting the job satisfaction of employees.
Abstract: New and more powerful communications technologies
continue to emerge at a rapid pace and their uses in education are
widespread and the impact remarkable in the developing societies.
This study investigates Mobile Collaboration Learning Technique
(MCLT) on learners’ outcome among students in tertiary institutions
of developing nations (a case of Nigeria students). It examines the
significance of retention achievement scores of students taught using
mobile collaboration and conventional method. The sample consisted
of 120 students using Stratified random sampling method. Five
research questions and hypotheses were formulated, and tested at
0.05 level of significance. A student achievement test (SAT) was
made of 40 items of multiple-choice objective type, developed and
validated for data collection by professionals. The SAT was
administered to students as pre-test and post-test. The data were
analyzed using t-test statistic to test the hypotheses. The result
indicated that students taught using MCLT performed significantly
better than their counterparts using the conventional method of
instruction. Also, there was no significant difference in the post-test
performance scores of male and female students taught using MCLT.
Based on the findings, the following submissions was made that:
Mobile collaboration system be encouraged in the institutions to
boost knowledge sharing among learners, workshop and training
should be organized to train teachers on the use of this technique,
schools and government should consistently align curriculum
standard to trends of technological dictates and formulate policies
and procedures towards responsible use of MCLT.
Abstract: Social Avoidance is one of the most important
problems that face a good number of disabled students. It results from
the negative attitudes of non-disabled students, teachers and others.
Some of the past research has shown that non-disabled individuals
hold negative attitudes toward persons with disabilities. The present
study aims to alleviate Social Avoidance by applying the Cognitive
Behavioral Intervention. 24 Blind students aged 19–24 (university students) were randomly
chosen we compared an experimental group (consisted of 12
students) who went through the intervention program, with a control
group (12 students also) who did not go through such intervention.
We used the Social Avoidance and Distress Scale (SADS) to assess
social anxiety and distress behavior. The author used many
techniques of cognitive behavioral intervention such as modeling,
cognitive restructuring, extension, contingency contracts, selfmonitoring,
assertiveness training, role play, encouragement and
others. Statistically, T-test was employed to test the research
hypothesis. Result showed that there is a significance difference between the
experimental group and the control group after the intervention and
also at the follow up stages of the Social Avoidance and Distress
Scale. Also for the experimental group, there is a significance
difference before the intervention and the follow up stages for the
scale. Results showed that, there is a decrease in social avoidance.
Accordingly, cognitive behavioral intervention program was
successful in decreasing social avoidance for blind students.