http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12777 Thu, 30 Jul 2026 09:17:48 GMT 2026-07-30T09:17:48Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12788 Title: Identifying the Reasons for the Low Level of Parental Involvement in the Personality Development of Primary School Students Authors: Mithusha, S. Abstract: Personality development plays a significant role in shaping children’s behavior, attitudes, and future social adjustment. Parents, as the primary agents of socialization within the family environment, have a major influence on the personality development of children. However, in the contemporary social context, many parents face challenges in providing adequate guidance and support for their children’s overall personality growth. Therefore, this study aimed to examine the low level of parental contribution to the personality development of primary school students and to identify the factors affecting such involvement. The study was conducted using a mixed-method research design incorporating both quantitative and qualitative approaches. For data collection, three schools in the Kalkuda Educational Zone of Batticaloa District were selected through the convenience sampling method. The sample consisted of 28 primary school students and their respective 28 parents. Questionnaires, interviews, and observations were used as the main data-gathering tools. Quantitative and qualitative data were analyzed using Microsoft Excel and interpreted descriptively. The findings of the study revealed that parental involvement in children’s personality development was comparatively low. Several factors influencing students’ personality growth were identified, including parenting style, parents’ occupation, limited time spent with children, overprotection, excessive freedom, family conflicts, economic difficulties, and parents’ educational background. The study further emphasized that parents should allocate quality time for their children, maintain healthy parent-child relationships, fulfill emotional and social needs, and give equal importance to personality development alongside academic achievement. Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12788 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12787 Title: Examining the Challenges of Open and Distance Learning: Insights from the Centre for Open and Distance Learning, University of Jaffna Authors: Sathiyawani, A. Abstract: Open and Distance Learning (ODL) has emerged as a powerful technique for increasing the provision of higher education and encouraging lifelong learning. In this study, the researcher evaluates the challenges facing the learners of the Centre for Open and Distance Learning (CODL) in the University of Jaffna. A mixed-methodology approach is used in this research, where both quantitative and qualitative methods have been applied. Primary data has been collected using a structured questionnaire from CODL students via a convenience sampling method. Data has been analysed by using IBM SPSS Statistics Version 22 and Microsoft Excel 2016, and reliability has been assessed using Cronbach’s Alpha test. It has been found in this study that there are many individual, institutional, and emotional challenges that negatively affect the progress of the learners. Some major challenges include a lack of time to study, financial problems, conflicting work, family, and study pressures, a delay in the institutional process, and a lack of motivation in learning. Moreover, it is also found that family duties and isolation play a key role in increasing the emotional burden of the students and the chance of dropout. The research brings out the need for improved support mechanisms for learners, as well as increased flexibility in approach within the CODL, University of Jaffna. Increased provision of academic advice, effective administration, motivational support, and learner-oriented service can help increase retention rates and program completion among learners. This research helps gain a greater insight into the experiences of learners in distance learning contexts. Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12787 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12786 Title: Employability of Bio System Technology Non-University-Bound A/L Completers in Sri Lanka Authors: Jayasinghe, W.A.K. Abstract: This exploratory study examined the employability status of non-university-bound A/L completers who sat for the G.C.E. (Advanced Level) examination from 2015 to 2018 in the Bio System Technology stream and were not selected for university education in Sri Lanka. Since the technology stream was introduced in 2013 to align secondary education with labour market requirements, it is timely to evaluate whether this objective has been achieved. The study was conducted across three educational zones: Piliyandala, Mathugama, and Ratnapura. Data were gathered from 61 past students via structured questionnaires distributed through Google Forms, and semi-structured interviews were conducted with 21 Bio System Technology teachers from the Colombo, Kalutara, and Ratnapura districts. Binomial logistic regression was employed to examine the influence of gender, living district, English proficiency, and third subject selection on employability. Findings indicate that male students showed higher employability rates (89.3%) compared to females (81.8%). Students who selected Information Technology as their third subject recorded zero unemployment. Vocational training opportunities were highest among those who selected Agriculture as the third subject. English language proficiency (O/L grade) did not emerge as a statistically significant predictor of employability in this sample. The results reveal a mismatch between the current curriculum and evolving labour market demands. The study recommends strengthening career guidance, introducing occupational components from junior secondary level, and improving industry-school linkages to enhance the employability of Bio System Technology stream completers Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12786 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12785 Title: The Challenges Facing Preschool Teachers to Improve Play-based Learning Activities for Young Learners Authors: Soba, B. Abstract: The academic achievement of children aged 3 to 5 is crucial to their future. Play shows a vital role in helping preschool children develop the concepts and skills necessary for later academic achievement. Early childhood education is increasingly important, and preschool teachers must incorporate play-based learning activities in their classrooms. In this context, teachers have a significant responsibility in designing and implementing effective play-based learning experiences. The aim of this research is to examine how preschool teachers use play-based classroom activities, teachers‟ perceptions of using them, and children‟s participation in these activities in the Batticaloa district of Sri Lanka. It also shows the methods preschool teachers employ in their play-based learning activities in the Batticaloa district of Sri Lanka. This research used qualitative research methods, which focus on understanding the meanings, experiences, and perceptions that participants express. Interviews were conducted to gather the qualitative data. The research involved 26 preschool teachers and eight preschool administrators. Many challenges were identified to improve play-based learning activities for young learners. including: inadequate resources, especially play-based learning tools and toys, technological aids, and insufficient training programs. Despite these challenges, the study found that the government and administrators provided preschool teachers with some support, including supervision, resource allocation, and other forms of support. Additionally, the research recommended that all preschool teachers participate in a National Preschool Teachers Training program. Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12785 2026-01-01T00:00:00Z