Polaris Global Journal of Scholarly Research and Trends

Examining Job Satisfaction and Turnover Intent among Lawyers in the Maldivian Public Sector

2024-12-08T05:31:29+00:00

Purpose: The primary objective of this paper is to ascertain how job satisfaction influences the reduction of turnover intention among lawyers in the public sector in the Maldives.

Design/ Method/ Methodology: Employing a quantitative research design, the study adopts a cross-sectional data collection approach, gathering data from 218 public-sector lawyers in the Maldives.

Findings: The analysis shows a significant negative relationship between job satisfaction and turnover intention.

Implications: The findings provide valuable insights for organizations aiming to improve their human resource management practices, particularly within the legal profession. Implementing strategies to enhance job satisfaction among lawyers could serve as a key mechanism for reducing turnover and fostering a more stable and productive workforce in public sector organizations.

Physics Olympics: An Enhancement approach for Students’ physics performance, critical thinking, and science process skills

2024-04-01T13:47:42+00:00

This quasi-experimental study aimed to determine the effect of the physics Olympics on Grade 7 students’ performance, critical thinking, and science process skills. The participants were the Grade 7 regular class students of a rural public high school in Panay Island. The participants were divided into two groups; one group was exposed to an inquiry-based approach while the other was to an inquiry-based approach enhanced with Physics Olympics. It utilized validated researcher-made and adopted-modified instruments. The data underwent statistical and thematic analysis. The study found that both the inquiry-based approach and with Physics Olympics were effective in improving students' physics performance, critical thinking, and science process skills. Though both groups were categorized as approaching proficiency level in terms of physics performance and critical thinking skills, the mean gain among the students who were exposed to intervention was higher compared to that of the students who were exposed to the traditional approach. In terms of the science process skills, students who were exposed to the inquiry-based approach were at the approaching proficiency level while those who were exposed to the intervention were at the proficiency level. The two groups had no significant difference in their mean gain scores in physics performance and critical thinking skills after the intervention. However, their mean gain score in science process skills was statistically significant which emphasizes the edge of inquiry-based teaching enhanced with physics olympics over inquiry-based approach. It can be recommended that science teachers teaching basic education should integrate physics Olympics as a mode of enhancing inquiry-based teaching approaches.

Development, validation, and utilization of localized sensory board for learners with special educational needs

2025-01-15T22:48:52+00:00

This study aimed to develop, validate, and utilize a localized sensory board for Learners with Special Educational Needs (LSENs). A mixed-methods research design was used to systematically develop, validate, and utilize the localized sensory board. The respondents and participants of this study were twenty-two LSENs and twenty-two parents of LSENs. A random sampling procedure was used to select twenty-two LSENs and twenty-two parents. The data were collected through document analysis, validation rubric, and interviews. Based on the findings of the study, the following results were drawn: 1) The academic performance of LSENs before the utilization of the sensory board were at the following markings: 22.73% at Approaching Proficiency, 50.00% at Developing, and 27.27% at Beginning, 2) The experts in special education validated the material as highly acceptable to the following dimensions: Quality, Usability, and Technical Design, 3) The academic performance of LSENs after the utilization of the sensory board were at the following markings: 63.64% at Approaching Proficiency, and 36.36% at Developing, 4) Based on the responses of the parents, the impacts of using the localized sensory board are as follows: motivates students to learn, develops mathematics and numeracy skills, serves as transition activity, functions as supplementary activity, encourages calming activity, and functions as manipulative material, and 5) The results of the sample t-test revealed that there is significant difference between the academic performance of the students before and after the utilization of the localized sensory board at a very high level.