Vol. 6 No. 12 (2024)

The study investigated interpersonal skills as determinants of adolescents’ social adjustment in the University of Buea. The study employed a cross-sectional survey research design, specifically utilizing a sample survey approach. The research focused on a population of 5,736 adolescent students across three faculties. To determine an appropriate sample size, the researchers applied the Krejcie and Morgan model, which indicated that 361 students would constitute a representative sample. The sampling process combined purposive sampling to identify the population of interest, followed by random selection of individual participants. For data collection, the researchers developed and administered a questionnaire that included both open-ended and closed-ended questions. The data management process began with entering the collected data into EpiData version 3.1. To ensure data quality, the researchers then conducted rigorous data cleaning and validation checks using SPSS version 23.0, which helped identify and address any invalid codes in the dataset. To establish the reliability of the research instrument, the team assessed the internal consistency of responses using Cronbach's Alpha reliability coefficient. The statistical analysis employed two main tests: Chi-square analysis was used to examine and compare descriptive differences in the data, while Spearman's rho correlation test was selected for hypothesis testing due to the normal distribution of the data. This comprehensive methodological approach allowed the researchers to systematically collect, process, and analyze data while maintaining scientific rigor throughout the study. The combination of purposive and random sampling techniques helped ensure both the relevance and representativeness of the sample, while the statistical tests chosen were appropriate for the nature of the data and research objectives. The data analysis incorporated both descriptive and inferential statistical methods to examine the relationship between social adjustment and interpersonal relationships among university adolescents. The fundings yielded a statistically significant positive correlation (R = 0.411, p < 0.01) between interpersonal relationship formation and social adjustment outcomes in the university environment. This moderate correlation coefficient indicates that adolescent students who successfully establish and maintain quality interpersonal relationships demonstrate enhanced social adjustment within the university context. The strength of this correlation (R = 0.411) suggests a meaningful association between these variables, though it also indicates that other factors are likely to contribute to social adjustment outcomes. This empirical evidence underscores the importance of interpersonal relationship development as a key facilitator of successful social adaptation among adolescent university students.

This paper examines the complex issue of international terminology used in the methodology of teaching English as a Foreign Language (EFL), and the challenges encountered when translating these terms across different languages and cultural contexts. It explores the nature of specialized vocabulary within EFL methodology, highlighting the inherent difficulties in finding direct equivalents in other languages. The study analyzes common problems in translation, including semantic ambiguity, cultural nuances, and the influence of linguistic structures. Furthermore, it investigates the impact of translation choices on the understanding and dissemination of pedagogical concepts. Through case studies and textual analysis, the paper identifies best practices for translating EFL methodology terms, emphasizing the importance of context, precision, and cultural sensitivity. The research aims to provide a better understanding of the intricate relationship between language, pedagogy, and translation, contributing to the development of more effective communication and knowledge sharing in the field of EFL.

This paper explores the complexities involved in classifying and translating English language teaching (ELT) methodological terms, a crucial process for effective knowledge dissemination in the field of language education. It examines various approaches to classifying these terms based on their semantic, conceptual, and pedagogical dimensions, aiming to create a systematic framework. The study further analyzes the translation challenges encountered when rendering these terms into other languages, highlighting issues of semantic ambiguity, cultural nuances, and linguistic interference. We investigate the impact of translation choices on the understanding and application of ELT methodologies, underscoring the need for precise and context-sensitive translations. The research aims to contribute to the development of improved translation practices and the promotion of accurate and consistent communication in the global ELT community.

In this article, the dictionary and terminological meanings of commercial terms in Arabic are translated into Uzbek, the terms used by the Arabs before Islam, the terms formed after Islam, and the commercial terms used in Arabic today.

This article analyzes issues aimed at increasing legal awareness and legal culture in the process of professional development of pedagogues working in the public education system. In the process of professional development, recommendations were made for teachers to use their knowledge in the process of professional development in the educational institution to improve the legal culture of teachers. In the course of professional development, conclusions are given on improving the legal culture of the listener.

This article analyzes the social, cultural and economic aspects of the globalization process and its role in forming a sense of patriotism in the minds of young people. The authors studied the positive and negative aspects of globalization, and highlighted the mechanisms for preserving national values and harmonizing them with universal human values. Through such approaches, it is proposed to develop critical thinking in young people and strengthen their activities in the international community. The article specifically highlights the importance of education in the formation of national ideas in young people through interactive technologies and means of international cultural exchange.

This study examined relationships between parental support and resilience among emerging adult students in Cameroon State Universities. It was predicated on the understanding that university emerging adult students face numerous challenges during their transition to adulthood, necessitating specific capabilities to achieve their life objectives. It was hypothesized that parental support could serve as a fundamental framework for developing resilient behaviour among emerging adult students in universities. The study employed a mixed-methods approach with a concurrent nested design, encompassing both quantitative and qualitative elements. The sample comprised of 537 emerging adult students strategically selected from four State Universities, with selection criteria based on Cameroon diverse climatic and cultural landscapes. Data collection was facilitated by questionnaires, and the analysis incorporated both descriptive and inferential statistical methods. The descriptive findings revealed compelling evidence regarding parental support patterns. A substantial majority (86.0%) of emerging adults reported receiving parental support, yielding a mean score of 3.34 on a 4-point scale. Conversely, a minority (14.0%) indicated an absence of parental support. The inferential analysis, conducted using Spearman's rho correlation, demonstrated a statistically significant positive relationship between parental support and resilient behaviour (R-value = 0.358**, p-value = 0.000 < 0.05). The findings suggests that resilient behaviour among emerging adult students strengthens with increased parental support and diminishes with decreased support. They emphasize the pivotal role of family dynamics in shaping resilience, suggesting that parental involvement serves as both a protective and a catalyst for fostering adaptability and perseverance in emerging adult students. Based on these, recommendations emphasized the critical role of parental engagement since their support enhances resilience.  Parents are advised to prioritize quality time with their children, provide both emotional and physical support, include them in decision-making processes, and help protect them against psychological challenges such as loneliness and depression. These recommendations aim to enhance students' educational outcomes and strengthen their resilient capacities.

The article is devoted to the study of the place of the client-oriented approach in the management mechanism of web design projects. In the context of the dynamic development of the digital economy, as well as increased competition in the market of services in this area, the task of adapting development processes to individual customer needs becomes urgent.

The purpose of the study is to identify the most effective methods of implementing a client—oriented approach to web design project management and characterize their impact on the final result.

There are contradictions in understanding the optimal level of client participation in the project: on the one hand, high customer engagement helps to ensure that their needs are met, on the other hand, it sometimes significantly slows down the development process and significantly increases costs.

It was concluded that the use of a client-oriented approach, provided that there is a well-organized process of interaction with the customer, can improve the quality of services and customer satisfaction, which, in turn, contributes to the successful implementation of projects.

The novelty lies in the fact that an innovative methodology "Integrative client-centered design" is proposed. It is based on the synthesis of best practices of project management, design thinking, Agile approaches adapted to the specifics of web design projects.

The article will be useful for web design project managers, developers, as well as management and marketing specialists who seek to implement effective strategies for interacting with customers.

This study analyzes the impact of artistic representation in pregnancy photography on women's self-esteem and self-perception during significant physical and emotional changes. Grounded in Cooley's "Looking-Glass Self" theory and Fredrickson and Roberts's objectification theory, the research examines how external evaluations and cultural norms shape self-perception. Utilizing a qualitative approach, the study explores the dual role of social media as a platform that both supports and challenges women's body image through social comparison and idealized standards. The findings highlight that artistic elements in photography, such as specific lighting techniques and personalized posing, positively influence self-esteem by emphasizing individuality and beauty. Ethical considerations in photo retouching are addressed, advocating for a personalized approach that balances technical possibilities with psychological needs. The novelty of this work lies in its interdisciplinary perspective, combining psychological theories with artistic practices to offer insights for professionals aiming to enhance psychological well-being among pregnant women through supportive photographic experiences.

This systematic review comprehensively examines the development, mechanisms, and socio-cultural influences on self-comforting behaviours over the past 50 years, integrating findings from psychology, developmental science, and psychiatry. Self-comforting behaviours—such as thumb-sucking, positive self-talk, and support-seeking—are adaptive strategies for managing stress and maintaining emotional equilibrium across all life stages. These behaviours are essential for coping with stress and maintaining emotional balance throughout life. Drawing on multiple theoretical frameworks, including attachment theory, stress and coping, cognitive-behavioural, and psychodynamic perspectives, this review identifies patterns and functions of self-comforting behaviours. It highlights both their adaptive roles in promoting resilience and their maladaptive roles in exacerbating psychological distress. Methodologically, the review synthesizes data from quantitative studies across diverse populations, emphasizing the impact of adverse life events on self-comforting behaviours. It examines differences in the intensity, frequency, and outcomes of these behaviours on wellbeing. After a thorough screening process, 94 studies were included in the qualitative synthesis. This extensive review process ensures a comprehensive understanding of how self-comforting behaviours vary across different contexts and populations. The findings reveal that self-comforting behaviours can promote resilience by helping individuals enhance coping skills, manage stress and maintain emotional stability. However, maladaptive forms of these behaviours, such as excessive grooming or substance use, can exacerbate psychological distress. This synthesis underscores the importance of considering developmental stages and socio-cultural contexts when studying self-comforting behaviours. It informs future research and interventions aimed at promoting healthy coping mechanisms. By identifying commonalities and gaps in the existing literature, this review contributes to a nuanced understanding of self-comforting behaviours and their relevance in mental health. It provides a foundation for developing more comprehensive theories and effective interventions to support mental wellbeing. This review highlights the need for tailored approaches that consider individual differences and socio-cultural factors in promoting healthy self-comforting behaviours.

The study was carried out to investigate the influence of peer support on adolescent deviant behavior in some selected secondary schools in Mezam Division, Northwest Region of Cameroon. Through a comprehensive mixed-methods approach utilizing a concurrent nested research design, the researchers gathered data from multiple perspectives, including 533 students, 25 disciplinary masters, and 20 guidance counselors across selected secondary schools. The methodological rigor of the study was enhanced by employing various data collection instruments, including questionnaires, interview guides, and focus group discussions. This triangulation of methods allowed for a deeper understanding of the complex dynamics between peer support and behavioral outcomes. The quantitative analysis, conducted using both descriptive and inferential statistics, provided a systematic examination of the relationships between variables. Specifically, the use of Spearman's rho correlation test was justified by the non-normal distribution of the data, as confirmed by normality assumption testing. The qualitative component of the study, analyzed through thematic analysis, complemented the quantitative findings by providing rich, contextual insights into the phenomenon. The study's findings demonstrated a significant negative correlation between peer support and deviant behavior (R-value = -0.237**, p-value 0.000 < 0.05). This inverse relationship indicates that as peer support increases, there is a corresponding decrease in deviant behavior among adolescents. This finding has important implications for educational practice and policy, suggesting that fostering positive peer relationships and support systems within schools could serve as an effective strategy for reducing behavioral problems among adolescent students.

This study aimed to analyze the content of the Lubrication System Unit in Engines from the Automotive Mechanics curriculum for 11th-grade industrial students in light of knowledge patterns and Bloom’s cognitive levels. The study population consisted of the vocational curriculum textbook (Automotive Mechanics) for the 11th-grade industrial track. The study sample was limited to the Lubrication System Unit in Engines from the Automotive Mechanics curriculum for 11th-grade industrial students, divided into five lessons. To achieve the study’s objectives, two tools were used: a content analysis card for knowledge patterns and a content analysis card for Bloom’s cognitive levels. The results revealed that the concept pattern ranked first, accounting for 44% of the total knowledge patterns. Meanwhile, the procedures pattern ranked last, accounting for 15% of the total patterns. As for the inclusion percentages within Bloom’s cognitive levels, comprehension and understanding accounted for 31% of the total levels. Meanwhile, the application level appeared at 16%, ranking last. In light of the results, the study recommends and suggests that curriculum developers modify the analysis categories by enriching them with more practical exercises, discussions, and projects. It also recommends conducting further studies to include the remaining units in the targeted content and other components of the curriculum. Additionally, it suggests organizing training courses for teachers and trainers in industrial schools and vocational centers, focusing on higher-order thinking skills and strategies for their meaningful application.

This study investigates semantic changes in financial and economic texts translated between English and Uzbek using a mixed-methods approach. A collection of relevant texts was compiled and analyzed according to various types of equivalence, including formal, dynamic, pragmatic, contextual, and functional equivalence. The findings reveal that semantic changes, such as broadening, narrowing, pejoration, and amelioration, play a crucial role in adapting words to evolving social, cultural, and technological conditions. Semantic broadening is exemplified by terms like “blockchain”, which has expanded from its original meaning in cryptocurrency to encompass various industries. Conversely, semantic narrowing is observed in words like “market”, which has become more specific in financial contexts. Pejoration occurs when neutral lexical units acquire negative connotations, as seen in the use of animal metaphors like “shark” and “vulture” to describe aggressive financial behaviors. Amelioration, on the other hand, involves words gaining more positive meanings, such as “investment” and “reform”, reflecting changes in societal perceptions. The study highlights the importance of context in shaping word semantics and the role of evaluative meaning in financial and economic texts. The findings contribute to a deeper understanding of the complexities involved in achieving equivalence in translation and the significance of semantic changes in adapting language to evolving contexts.

Kungrad district is known as the oldest historical and cultural monuments in Karakalpakstan. Archaeological sites dating back to the Paleolithic, Neolithic, Bronze Age, and Early Iron Age have been discovered in Ustyurt. Since the 9th-10th centuries, this region has been an important branch of trade and cultural ties. The land of Kungrad became known as an important territory that connected Europe and Central Asia through historical trade routes. This article will tell you about these facts.

For centuries, the Arabic script served as the primary writing system for many Turkic peoples, including the Uzbeks, Kazakhs, Kyrgyz, Turkmens, Turks, Azerbaijanis, and Tatars. The long history and cultural heritage of these peoples are closely linked to this script.

At the beginning of the last century, the emergence of the Jadid movement in Azerbaijan and Turkey, its spread to other Turkic peoples, the establishment of new Jadid schools, and the development of national press brought to light the challenges of teaching literacy using the Arabic alphabet. Consequently, discussions about reforming and adapting the Arabic script to the needs of national languages became a pressing issue.

Indeed, the Arabic alphabet, which was not inherently designed for Turkic languages, faced numerous challenges. It failed to fully represent the phonetics of Turkic languages, included letters unique to the Arabic language (foreign characters), and was unable to adequately convey the rich vowel system of Turkic languages.

The Jadids, who devoted their lives to promoting literacy, simplifying teaching methods in their newly established schools, and creating accessible textbooks, took steps to reform the Arabic alphabet. They introduced specific forms for vowels. However, the reformed alphabet did not meet expectations, and difficulties in education and publishing persisted.

As a result, efforts to abandon the Arabic script and transition to the Latin alphabet began. During this process, Jadid enlightenment leaders developed four alphabet projects. This article discusses these projects in detail.

The study sets out to investigate the influence of psychopedagogic factors on students’ Mathematics achievement in Secondary schools in the South West Region of Cameron. The specific objectives were to find out the influence of teacher’s knowledge, and motivation on students’ mathematics achievement in secondary schools. The study was a descriptive cross-sectional survey which utilized a sample of 64 mathematics teachers and 384 form 5 students drawn randomly from 53 purposively selected Government, Denominational and Lay Private Secondary Schools in Fako, Meme, Ndian and Kupe-Muanenguba Divisions. The study utilized two, 4-point Likert scale instruments (Mathematics Achievement Teacher’s Opinion Questionnaire- MATOQ and Mathematics Achievement Student’s Opinion Sheet- MASOS). The validity of the instruments was done by administering 10 copies of MATOQ to 10 mathematics teachers and 15 copies of MASOS to15 form 5 students who formed part of the population but were not included in the sample. The reliability of both instruments stood at 0.86 for MATOQ and 0.77 for MASOS calculated using Chronbach α test and read at α<0.05 level of significance. For MATOQ data were analyzed inferentially using one sample t - test analysis while for MASOS descriptive statistics made use of Mean response scores (MRS) and standard deviations (S). Both tools utilized the SPSS for data analysis. When the objectives were tested, teacher’s knowledge was found to have a higher influence on students’ Mathematics achievement when compared to student’s motivation. The findings were that Psychopedagogic factors have a high influence on students’ Mathematics achievement in secondary schools. When the hypotheses were tested, it was found that, there is a more significant influence of motivation on students’ Mathematics Achievement when compared to teacher’s knowledge. The general findings were that, there is a significant influence of psychopedagogic factors on students’ Mathematics achievement in Secondary Schools in the South West Region. The study recommended that: mathematics teachers should regularly update their knowledge, at least once yearly, in order to keep pace with the exigencies in content and pedagogy; Government should organize more of these seminars regularly to equip teachers with requisite knowledge and skills. Teachers should intensify the use of both intrinsic and extrinsic motivation techniques in Mathematics classrooms so as to make the learning of the subject attractive to learners. Government should provide more of these facilities in schools, and so on.

This study explores the semantic impact of Greek borrowings in the Albanian language, focusing on how these borrowed terms have been integrated and adapted within the Albanian lexicon. Greek has had a significant influence on Albanian due to historical, cultural, and geographical proximity, particularly in regions with long-standing Greek-Albanian interactions. Through a linguistic analysis, this paper investigates the semantic shifts that occur when Greek words are adopted into Albanian, examining how their meanings may evolve, broaden, or shift in the process of integration. The study also highlights patterns of borrowing, categorizing the borrowed Greek words into various semantic fields, such as religion, trade, governance, and daily life. The paper draws on both historical and contemporary data, using corpora of Albanian texts and interviews with native speakers to analyze the current status and nuances of these borrowings. By shedding light on the semantic relations between Greek borrowings and Albanian meanings, this research contributes to a deeper understanding of language contact, lexical adaptation, and the evolving dynamics of Albanian vocabulary.

This study explores the contrasting techniques of implicit and explicit learning in the context of Spanish language acquisition. Implicit learning, often occurring unconsciously through exposure and interaction, contrasts with explicit learning, which is a more deliberate and structured approach to mastering grammar, vocabulary, and other linguistic rules. The paper investigates how these two learning methods influence different aspects of Spanish language development, such as pronunciation, syntax, and vocabulary retention. Through a combination of literature review, experimental analysis, and observation of language learners, this study highlights the strengths and limitations of both approaches. Results indicate that implicit learning is particularly effective for enhancing intuitive language use and fluency, while explicit learning is crucial for mastering complex grammatical structures and formal language rules. By examining the interplay between these two approaches, the study offers insights into their complementary roles in Spanish language acquisition and proposes best practices for language instruction that balance both methods for optimal learning outcomes.