This study was propelled by the Covid 19 Global Pandemic which necessitates online platforms to replace traditional classrooms than ever before. The study investigated on the perception on and interrelationships between Facebook use, mental health and engagement in learning. Using Descriptive Correlational Design, the study used online questionnaire to collect data from a convenient sample of 253University students with varied demographic characteristics in Surabaya City. The mean age of respondents was 21.5. Cronbach's Alpha of above 0.7 was established for each variable prior to data analysis. The study established that students did not consider Facebook as a valuable platform for learning. Difference in Facebook use by gender and area of study was not significant. Students' preferred platforms included Google classroom, WhatsApp and Zoom. Students experienced anxiety and it was not easy for them to cope up with stressful moments. However, they concentrated in learning without any interference from Facebook and took active role in extra-curricular activities, sports and games. Mental health positively influenced students' engagement while Facebook use enhanced mental health. Therefore, it is recommended that educators should make use of Google Classroom, WhatsApp and Zoom to support students' engagement. Students need to actively engage in sports and games to overcome potential stressful moments. Educators should take advantage of students' engagement by introducing alternative social media platforms for further enhancement of learning engagement. Finally, Education stakeholders need to enhance mental health education in order to increase rates of students' engagement in learning.

Views about the place of young people in schools and society have changed over the past few years. A major theme in the theoretical framework of constructivist learning is that learning is an active process in which learners connect new knowledge and skills to existing ones and, thus, construct new ideas or concepts based upon their current and past knowledge. In this review, we argue that students' involvement provides opportunities for them to become active participants in their education, including making decisions about what and how they learn and how their learning is assessed. Student voice is located within a complex web of school structures and cultures that are shaped by policymakers, school leaders, teachers, researchers and students themselves. Listening and learning from student voices necessitate a shift from the ways in which teachers are engaged with students and how they perceive their own practices. Using Constructivism reasoning, we theorize that through learning, students acquire specific knowledge, which empowers them to have capacity to participate in curriculum decisions. In relation to this framework, we argue that by the time the learner has acquired knowledge and skills from learning, he should be able to share that accumulation of knowledge and skills to the curriculum development process. Further, we look at curriculum change and suggest that it refers to educational change that conveys the image of starting anew, of changing not only content but also form, of shifting from thinking with the old order to inventing a new order that is found on new assumptions, values and vision. Students' input is important in its own right, but allowing them to participate in curriculum change empowers them and encourages them to take responsibility for matters that concern them. We conceptualize that the presence of student's voice should be felt in all manner of school development.Keywords: Student, voice, curriculum change, theoretical underpinning, participatory design, constructivism. International Journal of Academic Research in Progressive Education and DevelopmentJune , Vol. 3, No. 3 (Special Issue) ISSN: 2226 24 www.hrmars.com/journals IntroductionIn its modern interpretation, student voice is focused predominantly on the design, facilitation and improvement of learning (Mitra 2004). Views about the place of young people in schools and society have changed over the past generation. Traditionally, the views and opinions of children were often discounted as having less legitimacy than the views of adults but as attitudes towards children and young people changed, different views have arisen associated with these changes. Over the past two decades schools and education systems have used a range of terms that capture the changing views and developments. For example, in the 1980s, the terminology of the day reflected current values and beliefs about the place of students within schools. Terms such as 'student empowerment', 'student rights' and 'student participation' acknowledged the right...

This study sought to find out about participation in decision making and teachers' commitment among secondary schools in Arusha city. It employed descriptive comparative design. A total of 159 teachers filled the questionnaires whose reliability was established through pilot study before actual data collection (See appendices). The study concluded that there is significant relationship between participation in decision-making and teachers' commitment. Teachers are committed to the success of their schools and they are emotionally attached to their career. However, teachers' commitment and participation in decision-making was higher in private schools than in public schools. Based on findings, it is recommended that school authorities should maximize participation in decision making in order to raise teachers' commitment.

This study investigated on the place of affective learning on cognitive learning improvement in two schools located in Arusha, Tanzania. The study established that there is a great need to balance the assessment of learning outcomes in learners by including all the domains associated with behavioral changes instead of assessing the cognitive achievement in the learner alone. The study has also found out that most teachers apply affective knowledge through experience but have little knowledge whether affective learning has any significant contribution towards improving cognitive skills. To reach the conclusion 41 teachers from two schools were involved in the study through questionnaire instrument. The study employed descriptive and inferential statistics (t-test and ANOVA) by the aid of SPSS. The overall results have shown that regardless of gender and teaching experience, teachers have a similar understanding of the concept in many dimensions.

This study was carried out in the University of Eastern Africa, Baraton, Kenya. It sought to find out students' frustration level after group learning experiences, how often they went through these experiences, how frustration affected their Bachelor of Education Program, how BED with its group collaborative learning methodology met their expectations, if they were getting quality training and finally if they would take part in the future in another course requiring group collaborative learning. A larger percentage of students stated that they were frustrated as they went through collaborative learning. However, they did not feel that frustration as factor has any effect on their Bachelor of Education program. Collaborative learning as a set of instructional strategies, when used properly, can help learners to meet specific learning and social interaction objectives in structured groups. It can also promote social interaction to facilitate knowledge construction. Further, if students are well prepared to work in small groups and if the groups are well organized, students' collaboration can increase students' achievement more than traditional methods of learning. It is therefore recommended that in the course of the lesson, teachers set time for group work to motivate the learners, not only interacting with the content, but also with the group members.