https://myresearchjournals.com/index.php/iajel <p>“International Academic Journal of Education &amp; Literature” Abbreviated Key Title: Int. Aca Jr Edu Lte; ISSN Online: 2708-5120 &amp; ISSN Print: 2708-5112 and Open Access is peer reviewed, Bi-Monthly,&nbsp; Open Access Academic And Research Journal Published By International Academic &amp; Research Consortium, Kenya. This Journal Publishes Original Research Articles, Review Articles, Case Studies, Editorial Comments and Other Scientific Studies within All the Fields of Education &amp; Literature.&nbsp;</p> <p>This Journal publishes in all major disciplines and sub disciplines of Education &amp; Literature like- Anthropology, Archeology, Communication, Criminology, Education, Aesthetics, Epistemology, Ethics, Logic, Philosophy of Language, Philosophy …</p> International Academic & Research Consortium en-US International Academic Journal of Education and Literature 2708-5112 https://myresearchjournals.com/index.php/iajel/article/view/10294 Currently, mathematical abstract literacy has attracted extensive attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of mathematical abstract literacy of pre-employment high school mathematics teachers. To address this gap, this study investigates 51 pre-employment high school mathematics teachers' cognitive degrees of mathematical abstract literacy through open-ended interviews. After analyzing, it can be found that: (1) The cognitive scope of the current pre-employment high school mathematics teachers' mathematical abstract literacy is not wide, and more than half of the content of mathematical abstract literacy has not been realized by many pre-employment teachers yet; (2) The cognition of many pre-employment teachers is not deep and lacks continuity and gradualness; (3) The cognition of many pre-employment teachers for many aspects of mathematical abstract literacy is not very clear. Therefore, it is suggested that: (1) Experts and teachers who are responsible for educating teachers should pay more attention to mathematical abstract literacy and add relevant courses; (2) Pre-employment high school mathematics teachers should understand the content of mathematical abstract literacy comprehensively and deeply, and clarify relevant statements. Yanyun Meng Haojie Sun Xun Zhou Zezhong Yang ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2022-02-28 2022-02-28 3 01 1 12 10.47310/iajel.2022.v03i01.001 https://myresearchjournals.com/index.php/iajel/article/view/10293 Currently, data analysis literacy has attracted more and more attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of data analysis literacy of pre-service high school mathematics teachers. This study investigates 51 pre-service high school mathematics teachers' cognitive degree of data analysis literacy by using the method of open interview. After analyzing, it is found that: 1. The scope of cognition of the current pre-service high school mathematics teachers' data analysis literacy is not wide, and more than half of the content of data analysis literacy has not been realized by many pre-service teachers yet; 2. The cognition of many pre-service teachers is not deep and lacks continuity or gradualness; 3. The cognition of many pre-service teachers for many aspects of data analysis literacy is not very clear. Therefore, it is suggested that: 1. Experts and teachers responsible for training work should pay more attention to data analysis literacy and add relevant courses; 2. Pre-service high school mathematics teachers should understand the content of data analysis literacy comprehensively and deeply and clarify relevant statements. Xun Zhou Yanyun Meng Haojie Sun Zezhong Yang ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2022-02-28 2022-02-28 3 01 13 22 10.47310/iajel.2022.v03i01.002 https://myresearchjournals.com/index.php/iajel/article/view/10292 At Present, Logical Reasoning Literacy Has Generated Extensive Attention From All Walks Of Life, Many Questions About It Have Been Studied Except That The Cognition Of Pre-Service High School Mathematics Teachers On Logical Reasoning Literacy. To Address This Gap, This Study Analyzed The Cognition Degree Of Logical Reasoning Literacy Of 51 Pre-Service High School Mathematics Teachers With An Open-Ended Questionnaire Self-Designed. After Analyzing, It Could Be Found That A. The Cognitive Scope of Them about Logical Reasoning Literacy Is Not Extensive, More Than Half of the Content of Logical Reasoning Literacy Is Not Recognized; B. Their Cognition Is Not Deep, Their Cognitive Level Of Them Mainly Stays At Level 1, And Their Cognition Is Not Continuous And Linear; C. Many Pre-Service High School Mathematics Teachers’ Cognition For Most Aspects Of Logical Reasoning Literacy Is Not Very Clear. The Content They Can Fully Understand Is Mainly The Definition And Manifestation Of Logical Reasoning Literacy. Therefore, It Is Suggested That: A. Experts And Teachers In Charge Of Certification Work Should Expand Mathematics Advanced Literacy Courses And Pay More Attention To Them; B. Pre-Service Teachers Should Fully Understand The Related Contents Of Logical Reasoning Literacy, Go Deep Into Each Level, And Clarify The Expression Of Logical Reasoning Literacy. Haojie Sun Xun Zhou Yanyun Meng Zezhong Yang ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2022-02-28 2022-02-28 3 01 23 34 10.47310/iajel.2022.v03i01.003 https://myresearchjournals.com/index.php/iajel/article/view/10291 COVID-19 pandemic has severely affected all the essential services worldwide including the education system on very concise notice. To cope with the educational crisis worldwide, physical classrooms were suddenly shifted to e-learning, resulting in enormous challenges for both the students and the educators. The medical education system suffered the major brunt as it is competency-based and requires student-patient interaction and training on real patients. The closure of medical colleges nationwide resulted in the initiation of e-learning for all the students, which initially posed a lot of challenges both for the students and the teachers as medical education on total virtual mode was a very new concept. Along with the challenges, virtual teaching has now opened newer opportunities for bringing revolutionary changes in medical education. The present article briefs some of these challenges and emerging opportunities for medical students and educators during the pandemic. The literature was searched from English peer-reviewed journals from databases including PubMed, Scopus, EMBASE, Google Scholar. Naina Kumar Shyamala R. ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2022-02-28 2022-02-28 3 01 35 38 10.47310/iajel.2022.v03i01.004 https://myresearchjournals.com/index.php/iajel/article/view/10290 This action research was carried out with the purpose of using a Cooperative Learning strategy to improve the achievement of Form Two students of Eguafo-Abrem Senior High School, Abrem Agona, in the Komenda-Edina-Eguafo-Abrem municipal, in the central region of Ghana on some selected Core Mathematics topics and to investigate whether or not Cooperative Learning positively affects higher achieving students. It targeted a sample of 52 students who were divided into control (N=26) and experimental (N=26) group. The Student Team Achievement Division was employed on the experimental group for 8 weeks to achieve the purpose of the study. Quantitative data was gathered using questionnaires and tests. Paired sample t-test was run to compare the effect of the intervention on achievement scores of the experimental group. The results showed that there was a significant difference between scores of the experimental group before and after intervention (p=.000). The results concluded that cooperative learning strategy had a positive effect on academic achievement and interest of students in Core Mathematics at the Senior High School level irrespective of students’ achievement level and has no negative effect on high achievers. The STAD Cooperative Learning strategy is recommended over the conventional technique which could be attributed to the fact that it makes students develop more positive attitudes towards themselves, peers, adults, and learning in general. Cooperative Learning should be highly encouraged in schools that have the majority of their students being day students. In situations in which it is not suitable to implement Cooperative Learning in class, teachers can assign these tasks as group projects or take-home assignments for the students and this must be regular. Time is essential particularly in the early stages where students are now being introduced to the strategy, for this reason, teachers are therefore encouraged to sensitize the students before and during the intervention process. Isaac ASSAN-DONKOH Raynes AYIDAN-ANSAH Sandra BOAMAH Frank OWUSU Fredua AGYEMANG Blankson Kwaku ADJEI Dennis Offei KWAKYE ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2022-02-28 2022-02-28 3 01 39 49 10.47310/iajel.2022.v03i01.005 https://myresearchjournals.com/index.php/iajel/article/view/10289 Irony is one of the universal linguistic phenomena that has been studied widely in different languages and from different points of view. The current paper, however, presents it from a pragmatic point of view in order to highlight its use and its implied meaning or purpose in a famous Iraqi episode belonged to a famous actor. This actor is known for his humorous prestige in criticizing things related to Iraqi society. Therefore, his language is full of linguistic devices that have rarely been studied by other scholars. Thus, the current paper hypothesizes that irony and its purposes are used effectively in the selected episode. In addition to that, Grice's maxims and another theory are appropriate to determine irony in the selected episode. This is actually concluded when a model has been applied to the analysis of this episode. Haider Saad Yahya Jubran ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2022-02-28 2022-02-28 3 01 50 55 10.47310/iajel.2022.v03i01.006