Showing papers in "American Journal of Educational Research in 2016"
TL;DR: In this paper, the authors explain the holistic ideas of mixed method design focusing particularly on philosophical premises, generating research questions, data collection and analysis process, potential ethical issues, quality of inference and teaching mixed methodology.
Abstract: Educational fraternity is moving towards research based practices to improve educational standards. Many novice educational researchers are in dilemma to adopt research design in order to explore reality through their research endeavor because of a tag of war on ontological epistemological and axiological perspectives among qualitative and quantitative researchers. In this confounding situation, this article guides them to fuse both qualitative and quantitative stand points to explore reality from another perspective which is known as pragmatic paradigm. In this connection, this article aims at explaining the holistic ideas of mixed method design focusing particularly on philosophical premises, generating research questions, data collection and analysis process, potential ethical issues, quality of inference and teaching mixed methodology. This article highlights on the growing interest of educational researchers on sequential mixed method design in order to collect and analyze data for legitimize knowledge claim. This article is expected to be useful to novice researchers who are in quandary to adopt explanatory sequential mixed method as a research method and it also creates a roadmap in educational research indicating methodological possibilities for new knowledge claim.
112 citations
TL;DR: In this article, the effect of mathematical communication on the mathematics performance and anxiety of high school students in Bulua National High School was investigated and the analysis revealed that the students exposed to mathematical communication approach have significantly higher achievement, conceptual understanding and significantly reduced anxiety compared to the Dynamic Learning Program (DLP) approach.
Abstract: Challenging students to communicate both orally and in writing in mathematics class help deepen their conceptual understanding, improve mathematics performance and reduce anxiety towards mathematics. This study was undertaken to determine the effect of mathematical communication on the mathematics performance and anxiety of high school students in Bulua National High School. Pretest-posttest quasi-experimental control group and qualitative research design were employed. Interviews were also done to verify responses for triangulation. Results of the analysis revealed that the students exposed to mathematical communication approach have significantly higher achievement, conceptual understanding and significantly reduced anxiety compared to the Dynamic Learning Program (DLP) approach. Hence, mathematical communication is effective in improving students’ achievement, conceptual understanding, and reducing anxiety.
38 citations
TL;DR: In this paper, the authors did a cross-sectional study in medical students of faculty of medicine in Khartoum, Sudan and found that more than 50% of respondents had different grades of depression, anxiety, and stress where 21, 22, and 16% had moderate degree of depression and stress respectively.
Abstract: We aimed to find out the prevalence of depression, anxiety and stress among medical students in a developing country, and to find the possible role of social support and quality of life in developing depression, anxiety, and stress.We did a cross sectional study in medical students of faculty of medicine in Khartoum, Sudan. We did a clustered random sampling in students from the second to sixth year and collected 500 questionnaires of which 487 were suitable for analysis. The data collection tool composed of three questionnaires; MOS social support survey, Depression, anxiety, and stress scale (DASS21), and WHO quality of life brief (WHOQOLB) questionnaire. More than 50% of respondents had different grades of depression, anxiety, and stress where 21%, 22%, and 16% had moderate degree of depression, anxiety, and stress respectively. Quality of environment and physical health were the major determinant of depression, anxiety, and stress (R=0.252-0.465, P values <0.001). From the four domains of social support assessed by MOS survey, there was significant association only between positive social interaction domain and depression (R=0.354, P<0.001). There was no significant association between social support and stress and anxiety. There was no significant differences in depression scores among different academic years (P=0.246). However, stress and anxiety showed significant differences in different academic years, notably between the middle years, and second and final years (P=0.043 and 0.00 respectively). The quality of environment and physical health seems to play a key role in student mental health.
21 citations
TL;DR: In this article, a study was carried out to assess the perception of the undergraduate students of the Federal University of Technology, Akure on the use of e-resources in the library.
Abstract: The research was carried out to assess the perception of the undergraduate students of the Federal University of Technology, Akure on the use of e-resources in the library. A total of 180 undergraduate students were randomly selected from the students who visited the e-resources section of the University within a period of eight months in 2015 (January – August). A structured questionnaire was used to collect data from the respondents; the data was analyzed using frequency counts, percentages, Likert type scale and means. The study revealed that the undergraduate students that visited the e-resources unit of the University were relatively young with a mean age of 22 years; male students visited the e-resources more than the female students. The e-resources in FUTA library are mainly used by male students that cut across most of the schools in the University. The major reasons for utilizing the e-resources were for assignment and research purposes. The E-resource frequently used was the e-journals, e-book and e-magazines. Although the students have positive perception of the e-resources, the most significant challenge faced by the students was insufficient computers in the e-library. Based on the findings, the study recommends that female students should be motivated to use the e-resources like their male counterparts. More computers should be provided in the library to cater for the needs of the students.
20 citations
TL;DR: In this article, the authors used an evolved grounded theory to look closely into the metacognitive strategy knowledge of preservice teacher education students in mathematical problem-solving among students.
Abstract: Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and initial data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving.
18 citations
TL;DR: In this paper, the authors present a study conducted at two different leisure time centers (LTCs) in Sweden, which revealed children's perspectives as to their own participation at LTCs and described their participation in terms of opportunities to make individual choices in accordance with their preferences.
Abstract: This article presents a study conducted at two different leisure time centers (LTCs) in Sweden. LTC is a voluntary after-school setting that according to the national curriculum should support for example development of values and children’s social skills. The analysis is a part of a larger action research project comprising various research issues relating to LTCs. The present article focuses on the democratic objective of LTCs. The Swedish educational system, of which LTCs form a part, is considered to be rights-based with reference to the United Nations Conventions on the Rights of the Child. The national curriculum stresses citizenship education, and both schools and LTCs are considered venues where children should have the opportunity and ability to practice democracy in their everyday activities. The point of departure in the theoretical framework is children’s participation and agency. This article focuses on data gathered through ‘drawing and talking with children’ that reveals children’s perspectives as to their own participation at LTCs. A total of 19 children participated in the study and were asked to draw a map of their LTC and describe their experiences of participation at the LTC. The results show that children clearly favored activities that, at least to some extent, could be carried out with less adult supervision, such as free, unstructured play. Opportunities to participate were described in terms of formal proceedings such as voting or writing suggestions and depositing them in the suggestion box. The children also described their participation in terms of opportunities to make individual choices in accordance with their preferences. When asked to name obstacles to participation, the children mentioned rules that were decided on by adults, and fixed routines that structured the children’s afternoon hours in terms of both time and space.
17 citations
TL;DR: The data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.
Abstract: At the Faculty of Science we introduced the use of digital presentations as assessment tools for third-year pharmacology students. A cohort of 167 students self-allocated into groups of four and were assigned a topic related to the pharmacology lecture material. A one-hour lecture was delivered to discuss digital media principles (visual design, video composition, multimedia learning principles, etc.) and how to apply these to create digital media projects. During practical classes, students developed a storyboard and received feedback and technical advice from tutors. Towards the end of the semester, students uploaded their preliminary presentations to a YouTube channel and received feedback from lecturers, tutors, and peers before submitting the final version. A marking rubric was developed and shared with students at the beginning of the semester. The study used a mixed-methods approach to evaluating the intervention. A comprehensive 35-step questionnaire was used, covering demographics, students’ attitudes towards technology, digital media support, understanding of the assignment, and knowledge construction and skills gained. It also contained five open-ended questions. A high response rate was achieved for the voluntary survey (97/167). Additionally, students reviewed contributions of group members using SPARKPlus, and the marks attained were used to triangulate the questionnaire responses. In summary, the data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.
16 citations
TL;DR: In this paper, the authors used descriptive-correlational research design to investigate to what extent English language educators are accepting or resisting the envisioned education approach in a State University, and found that the respondents' age, number of years in teaching and educational attainment are positively related to their attitude towards Outcomes-Based Education.
Abstract: Determining the educators’ attitude towards Outcomes-Based Educational (OBE) approach in English language is essential for the success of any undertaking to shift to a new paradigm in the curriculum. This study used descriptive-correlational research design to investigate to what extent English language educators are accepting or resisting the envisioned education approach in a State University. Quantitative data gathered from researcher-made survey were analyzed using SPSS software. Relationships among variables were determined using the Spearman’s rho. Results revealed that the respondents’ age, number of years in teaching and educational attainment are positively related to their attitude towards Outcomes-Based Education (OBE). This study has helped in making the educational institution realize the pressing need for their commitment to support academic staff by providing continuing professional development to educators, and a facilitative learning environment to students that will help achieve the desired learning outcomes in English as Second Language (ESL) class.
16 citations
TL;DR: The flipped classroom provides a new method for traditional teaching reform, and according to the study, flipped classroom is appropriate for digital media technology course, because it helps inspire students’ enthusiasm and initiative, train their practice ability in computer media technology.
Abstract: This essay, beginning with the problems existed in digital media technology course, introduces the flipped classroom, and then establishes the digital media technology course teaching mode based on this theory. And finally, an empirical research of flipped classroom teaching based on “web page design and production” is conducted. And according to the study, flipped classroom is appropriate for digital media technology course, because it helps inspire students’ enthusiasm and initiative, train their practice ability in computer media technology. The flipped classroom provides a new method for traditional teaching reform.
14 citations
TL;DR: In this article, the authors examined elements of effective supervision from Ghanaian graduate students' perspective and found that the three most important attributes of supervisors as perceived by graduate students were: supervisors should be friendly, approachable and flexible; knowledgeable and resourceful; and encourage students to work and plan independently.
Abstract: The study examined elements of effective supervision from Ghanaian graduate students’ perspective. One hundred and twenty-five graduate students of the Faculty of Science Education of the University of Education, Winneba, responded to two questionnaires. Descriptive statistics was used to describe the attributes of university supervisors of the graduate theses and Pearson chi-square test was employed to test students’ opinions on their supervisors, effective supervision and their relationships with six demographic factors. The results suggest that the three most important attributes of supervisors as perceived by graduate students were: supervisors should be friendly, approachable and flexible; knowledgeable and resourceful; and encourage students to work and plan independently. In addition, the results indicated that effective supervision means that supervisors are able to establish good and professional relationships with students; give support and guidance; and provide continuous motivation and inspiration. Using Pearson chi-square tests, it was found that there were no significant differences between attributes of supervisors and effective supervision based on programme, faculty, course structure, gender and semester. It is recommended that only senior and experienced faculty should be made to supervise graduate students. Also the quality of applicants should be one of the determining factors for admission to graduate programmes.
14 citations
TL;DR: In this paper, a paradigm shift of assessment "of" learning to assessment "for" learning has brought diversity to educational practice especially in the propagation of creativity and critical thinking among students, and teachers need to embrace this challenge of systematization of assessment and instructional scaffolding techniques if they are committed to effective teaching and learning.
Abstract: Learning theories, which provide a profound coherence and understanding in changing teaching practices and standards, are imperative to the choice and employment of assessment and instructional scaffolding techniques. The paradigm shift of assessment “of” learning to assessment “for” learning has brought diversity to educational practice especially in the propagation of creativity and critical thinking among students. Faculty members are to embrace this challenge of systematization of assessment and instructional scaffolding techniques if they are committed to effective teaching and learning. Hence, they need to extend feedback and feed-forward mechanisms and model situations for the learners to engage in appropriate action which lead them to the closure of the gap between current and good performance.
TL;DR: The results indicated that factors influencing the learners' satisfaction of e-learning were divided into three categories: the factors related to the learner, to the instructor (curriculum designing, , and to the management and technical support).
Abstract: The present study was conducted with the aim of "evaluation of the evidence on students' satisfaction of e-learning and the impact of key factors upon e-learning and their usefulness in teaching." The present systematic review was done on 16 studies from around the world. The inclusion criteria were: use of the specified terminology in the title, designing research, and searching the database of Medline, Elsevier, Proquest, Google, Google Scholar, SID, MagIran. In order to determine the quality of quantitative researches, the scale of Jaddad et al was used. The results indicated that factors influencing the learners' satisfaction of e-learning were divided into three categories: the factors related to the learner, to the instructor (curriculum designing, , and to the management and technical support. In order to increase the learners' tendency toward using this method, the effective factors should be studied and based on which this method be used.
TL;DR: In this article, the authors investigate the role of mathematics teachers in improving creative thinking, and it is restricted to a high school math teachers' role of creative thinking abilities associated with fluency, originality, flexibility, explanations And their ability to support those skills in the classroom, the following main three themes; Asking questions, Teacher's response, and Building an exciting environment.
Abstract: Successful Teacher enhances, encourages and helps to develop the students' creative thinking, methods of teaching and democratic environment increase the students ability of creative thinking, as what previous several studies which showed that the moderate school environment leads to the availability characteristics of creativeness, such as extroversion, enthusiasm, emotional equilibrium of the instructor, and the ability to enhance creative thinking among students. The study aimed to investigate the roles of mathematics teachers in improving creative thinking, and it is restricted to a high school math teachers’ role of creative thinking abilities associated with fluency, originality, flexibility, explanations And their ability to support those skills in the classroom, researchers suggested a list of themes improving creative thinking abilities, the following main three themes; Asking questions, Teacher’s response, and Building an exciting environment. To achieve these goals for the current study, the researcher limited the study on develop methods of evaluating, a suggested methods of teaching for in service teachers' to improve their performance and their creative thinking abilities by the diversity of teaching methods such as using open-end divergent questions, motivational questions, and brainstorming.
TL;DR: In this article, a pilot test of the Cognitive Brain Mapping experimented with both established entrepreneurs and non-entrepreneurs, seeking to identify a standard behavior among neural clusters in the moments of search and discovery of business opportunities and the propensity to risk while exploring these opportunities.
Abstract: Most studies on entrepreneurial behavior did not show any feasible support to the thesis that entrepreneurs are different from non-entrepreneurs. However, with the use of neuroscience techniques there was a shift from the research on entrepreneurship to other possible sources of observation. Entrepreneurship education, combined with the neuroscience interdisciplinarity, allows the use of techniques like Cognitive Brain Mapping - CBM in the development of the teaching-learning process. Even though other branches of neuroscience use successfully this technique, its application in entrepreneurial behavior is a novelty in the study. This study describes the pilot test of the Cognitive Brain Mapping experimented with both established entrepreneurs and non-entrepreneurs, seeking to identify a standard behavior among neural clusters in the moments of search and discovery of business opportunities and the propensity to risk while exploring these opportunities. In this research the CBM was done with the use of the electroencephalogram (EEGq) interconnected to a computer equipped with Enscer® softwares. The neural maps of real entrepreneurs suggested that the right and left frontal areas of the brain were activated both at the time of the search and discovery of opportunities and at the time of propensity to take the risks to explore, while non-entrepreneurs showed distinct neural organizations during the two periods. The preliminary results of this research combined to similar studies developed by other researchers, in the light of neuroscience, may direct a new methodological approach in entrepreneurship education.
TL;DR: In this article, the authors focused on the research hypothesis that instructional tasks (e.g., exam, in-class quiz, writing a paper, inclass activates) of a course which are focused on competence influence differentially the adoption of college students' achievement goals in a real classroom.
Abstract: Achievement goals play a principal role in enhancing learning gains and adaptive attitudes. Little is known, however, about changes and/or stability in achievement goals over time. This study focused on the research hypothesis that instructional tasks (e.g., exam, in-class quiz, writing a paper, in-class activates) of a course which are focused on competence influence differentially the adoption of college students’ achievement goals in a real classroom. A total of 186 college students from an introductory educational psychology course participated in this study. All achievement goals had high stability for each instructional task using a differential continuity analytic approach, while mean-level change analyses showed a considerable decline of each individual goal pursuit. Cluster analysis technique, which is a person-centered approach, suggested changes in cluster memberships between the pre- and post-measure of achievement goals. The results and findings of the current study provide important implications for both instructional design in a classroom and research methodologies used to investigate achievement goals.
TL;DR: In this paper, the authors report a study which generalizes communication strategies by Vietnamese non-majors of English whose English proficiency is intermediate and use an integrated communication strategy framework by Malasit, Y. and Sarobol, N. to analyse and identify students' use of communication strategies in their recorded speaking performance.
Abstract: English communicative competence is now considered as a golden key to the successful integration into the world. However, it is widely accepted that oral communicative competence of English non-majors in Vietnam is far from expectation at the completion of university education. Meanwhile, studies on communication strategies (CSs) are insufficient in Vietnam as most previous communication-related studies in Vietnamese context appeared to mainly focus on linguistic or methodological factors influencing communicative competences of Vietnamese students. Thus, this paper reports a study which generalizes communication strategies by Vietnamese non-majors of English whose English proficiency is intermediate. The study was both quantitative qualitative in which an integrated CS framework by Malasit, Y. and Sarobol, N. (2013) [1] combining those of Tarone (1980) [2], Faerch & Kasper (1983) [3], and Dornyei & Scott (1997) [4] was used to analyse and identify students’ use of CSs in their recorded speaking performance. Data from recordings and informal interviews with the students will help provide recommendations for English teaching and learning for communicative competence in Vietnam.
TL;DR: In this paper, the authors looked at students' engagement in social media and its significance for their academic performance and found that participants used social media largely for learning, socialization, and entertainment.
Abstract: Scholars have different views on the use of social media and its effects on teaching and learning. This study looked at students’ engagement in social media and its significance for their academic performance. The study was a cross sectional survey. Questionnaire (based on 4-Likert scale) and observation were used for data collection. Hundred and ten (110) student-nurses were conveniently sampled for the study. A section of the participants were observed in the Information and Communication Technology Laboratory during their computer lessons. The results which were processed with SPSS version 20 indicate that the student-nurses engaged mostly in Facebook, WhatsApp, and Google+, YouTube and Twitter. Participants used social media largely for learning, socialization, and entertainment. Majority specified that social media influence their academic performance positively. It is recommended that Interactive Social Networks should be developed by Health Training Institutions (HTIs) for teaching and learning purposes in the country.
TL;DR: In this article, the authors investigate the efficacy of open-source management systems in the development of the main teaching skills of student teachers at the department of English language at Najran University.
Abstract: The study aimed to investigate the efficacy of open-source management systems in the development of the main teaching skills of student teachers at the department of English language at Najran University. An Open-Source Learning Management based educational website in addition to performance based observation card were developed for the sake of accomplishing the study's aim. Each one involved four main fields, i.e. lesson planning, lesson implementation, learners' achievement assessment, and classroom management. The experimental approach was used and the experiment was carried out on (56) participants. All of them were at their eighth level (last term at university) and were doing their field experience at schools. They were randomly assigned into control and experimental groups with (28) students in each. Participants in the control group were taught by the traditional way of teaching whereas their peers in the experimental group were taught via Open-Source Learning Management Systems. Findings revealed significant differences between the teaching performance of student teachers in both groups regarding their skills in lesson planning; lesson implementation; and students' achievement evaluation in favor of the experimental group. Nevertheless, there was no significant difference between the teaching performance of student teachers in both groups with regard to classroom management.
TL;DR: In collaborative learning, actions are adjusted to achieve shared goals as mentioned in this paper, where the teacher still remains in control of what is going on in the class, and students are motivated as they are actively involved in the learning process.
Abstract: What is the distinction between collaborative and co-operative learning? In co-operative learning action is adjusted by individuals in a group to achieve individual goals. In collaborative learning, actions are adjusted to achieve shared goals. They not only learn from the teacher, but also from each other. In contrast in co-operative learning, the teacher still remains in control of what is going on in the class. The design of the collaborative task is crucial to the effectiveness of collaboration. The task must not be one which can be completed only by one person in a group. It should require a contribution from each member of the group. The group members should be interdependent upon each other to successfully complete the task. The task should not be a ‘right answer’ task. There should be several possible answers so that the group members could discuss which answers are better and the reason why some answers are better. What are the challenges of collaborative learning? Participants may only be used to isolated learning, where they compete with other students, and if that is the case, they would find it difficult to adjust to collaborative learning. Some students prefer to be taught and be passive learners, rather than be active learners, which would require more effort on their part. Another challenge is teachers who find it difficult to give up their teacher-centred instructional role and move to a facilitator of learning role. What are the advantages of collaborative learning? Such learning improves communication and dialogue between participants in a group, and assists in socially and intellectually connecting with members of the group. Students are motivated as they are actively involved in the learning process. The retention rate improves and students perform better at assessments, as they have engaged in deeper and more meaningful learning. As students are engaged in discussing and debating they are more likely to become critical learners. When students learn in a group, with other students explaining concepts to them, they will find different interpretations, which will result in students having to re-think their own understanding. There will be development of higher-level thinking skills, oral and written communication (in online collaborative learning), leadership and teamwork skills. A disadvantage of collaborative learning is that there might be one or two who dominate. There might be some who do not make much contribution despite having the opportunity to do so. Collaborative learning may not be suitable to some individuals who prefer isolated learning. They may not gain much benefit if they are forced into collaborative learning situations. Research has shown frustration among some students who have experienced collaborative learning. There may be some students who prefer to learn from an expert on a subject rather than from other students who they perceive to be lacking in knowledge. Students may find that they are studying at a different pace than others in the group, which may cause difficulties to themselves and their group members.
TL;DR: In this article, the main expectations of teachers are related to delivery methods, implementation of training skills and knowledge and participatory approach of TPD, teachers like to share their practices and shape for the future.
Abstract: Teachers’ Professional Development (TPD) has been realized a powerful approach to implement child friendly activity based education for education in the twenty first century. Though there are at least six models of teachers development, teacher training is the mostly used model in Nepalese context. It has been realized the important of expectations of teachers in TPD program to make TPD bottom-up so that its implementation can be optimized. Eight teachers from four schools of the western part of Nepal were interviewed to get their expectations. The main expectations of teachers are related to delivery methods, implementation of training skills and knowledge and participatory approach of TPD. Trainers need to demonstrate as a role model on how to deal in the classroom and learning is to be helpful for teachers in developing and performing activities. The problems faced by teachers in their classroom are to be dealt in depth. Teachers like to share their practices and shape for the future. Teachers expect to play active role not only in training but also in identifying needs and developing training modules and resources. They expect training module, reading and activity resources are to be provided to teachers before they come to TPD program so that they can prepare and can plan to share their experience. Teachers expect skill oriented and subject specific experts to observe and provide very specific comments and feedback which are helpful to improve. Participants expect critical thinking and creating activities to be dealt in TPD program so that they can introduce in their classrooms. Participants want to move beyond the use of charts and flashcards in TPD programs. They expect to be strategic in improving their teaching and want to improve students’ achievement. They expect to learn setting targets and implementation strategies to achieve those targets.
TL;DR: In this article, an ethnographic study conducted in five Moroccan primary schools in Marrakech and region was conducted to investigate primary school teachers' conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority.
Abstract: This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers’ conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers’ beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher–student interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers. There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-student relationship is governed and regulated by a well-defined system of hierarchical values and customs. The teachers’ views seem to run counter official pronouncements on institutionalizing learner-centered approaches. This might explain the fact that after years of ‘implementation’, learner-centered approaches has done poorly in terms of being institutionalized and do not appear to have achieved their desiderata.
TL;DR: In this paper, the authors investigated marital status and age as predicators of students' academic performance in the North-eastern states of Nigeria and found that marital status was a significant predictor of academic performance of NCE students.
Abstract: This study investigated marital status and age as predicators of students’ academic performance in the North-eastern states of Nigeria. The objectives of the study were to determine the levels of academic performance of NCE students, marital status as significant predictor of academic performance of NCE students in Colleges of Education and Age as significant predictor of academic performance in the North-Eastern States, Nigeria. One question and two hypotheses were answered and tested in the study. Survey design was used in the study. A sample of one thousand two hundred out of a population of 13,529 (8,422 males and 5,107 females) NCE 2 and 3 students from six Colleges of Education in the North-eastern States, Nigeria participated in the study. The sample of the study was selected through simple random and stratified sampling techniques. The research instruments used for data collection were Study Habit and Examination Taking Technique Inventory developed by Carew and Hamman- Tukur (1996) and Proforma developed by the researchers. The data were analysed using descriptive statistics and multiple linear regression analysis. The results revealed that the level of academic performance of NCE students of Colleges of Education in the North-Eastern States, Nigeria was high because those that form the majority of distribution range from merit (C) to distinction (A), which stands at 66.7%, while fail and pass grades consisted of 33.3%. Marital status and age did not significantly predict academic performance in Colleges of Education in the North-eastern States of Nigeria. Based on the findings, it was recommended that adequate attention should be given to marital and age differences in academic performance in terms of giving assignments, group work, course placement and any other academic activities in the Colleges. To improve the academic performance, teachers and counsellors should know the different study habit patterns and how to integrate them in their teaching so that the diverse study skills will be provided to the students, which will give them the opportunity to perform maximally.
TL;DR: In this paper, a genetic decomposition (GD) is developed in terms of the APOS instructional treatment of mathematics, for teaching and learning the polar coordinates, based on the conclusions obtained by a written test and by oral interviews performed on a group of students of the Physics Department of the University of Neyshabur, Iran.
Abstract: A Genetic Decomposition (GD) is developed in this paper, in terms of the APOS instructional treatment of mathematics, for teaching and learning the polar coordinates The design of the GD is based on the conclusions obtained by a written test and by oral interviews performed on a group of students of the Physics Department of the University of Neyshabur, Iran
TL;DR: The study revealed poor quality of implementation of the school health program in the selected rural and urban public primary schools in Oyo State as various essential equipment/items for effective school service delivery were either inadequate or lacking.
Abstract: Background: The implementation of the School Health Program (SHP) is core to the realization of the goal of National Policy on Education. Despite the formulation and adoption of the National School Health Policy (NSHPo) in Nigeria in 2006, no study has been conducted to evaluate the quality of its implementation. This study was carried out to appraise the quality of implementation of the program in public primary schools in rural and urban Local Government Areas (LGAs) of Oyo State, Nigeria. Methodology: The study utilized a comparative cross-sectional design. A two-stage sampling technique was used to select 49 public primary schools; 26 rural and 23 urban, from two selected LGAs. Observational checklist (OC) was used to assess the SHP in the selected rural and urban schools from the LGAs. The checklist comprised of 4 sections; the school administrative information and implementation items for each of the three main components of the SHP as listed below i.e. School Health Services (SHS), School Health Education (SHE) and Healthful School Environment (HSE). The overall quality of implementation was measured by assessing the availability, appropriateness and functionality of basic health, sanitation and education facilities on a 79-point scale (SHS-21, SHE-10, HSE-48). Scores of <40%, 40-49% and ≥50% were categorized as poor, fair and good quality of implementation of the SHP respectively. Data were analyzed using SPSS version 22. Results: All the schools in both the urban and rural public primary schools had functional Parent Teacher Association. Neither the rural nor the urban public primary schools had trained first aiders, school health assistants or school health nurses. Even though most (87.8%) of the schools had first aid boxes (rural-100% versus urban-73.9%), 56.5% and 23.1% of the first aid boxes in the urban and rural public schools contained nothing. Only 8.7% of the urban schools had a sick bay. None of the public primary schools in both the rural and urban locations had major communicable health problems, HIV/AIDS education and use and abuse of drugs in their health instruction curriculum. Majority of the schools in the rural locations (88.5%) had sources of water supply compared with 10 (43.5%) of the schools in urban LGAs. Some (38.8%) of the schools had refuse bins located either on the corridors or at the corners of the classrooms. Higher proportions of schools in the urban areas (27.8%) had dustbins compared with (20.7%) of the rural schools. Overall, (59.2%) schools had poor quality of implementation of the SHP (rural-65.4% versus urban- 52.2%). Conclusion: The study revealed poor quality of implementation of the school health program in the selected rural and urban public primary schools in Oyo State as various essential equipment/items for effective school service delivery were either inadequate or lacking. There is a need for concerted efforts to improve/upgrade the standard of the program in both rural and urban public primary schools in the State.
TL;DR: In this article, the authors compare face-to-face teaching with online learning, consider the advantages and disadvantages of both forms of teaching/learning to enhance students' employment opportunities, and then to put forward the recommendation that if academics wish to ensure the enhancement of students’ employment opportunity, they should adopt blended learning with an effective online discussion forum to co-exist with face to face teaching.
Abstract: What are the employability skills that students should acquire in order to increase their chances of gaining employment on being awarded a degree? To what extent do students develop each of these skills in face-to-face teaching? To what extent do students who learn in a purely online environment develop each of the employability skills? The thesis is that face-to-face teaching alone or online learning environments alone are not sufficient to fully develop employability skills. The way forward is to adopt blended learning. What is blended learning? It is a combination of face-to-face teaching with online learning. Is the provision of learning materials in the form of lecture notes, power point slides, interactive self-test questions, access to an online library to encourage independent learning, effective blended learning? The presenter advocates blended learning which takes the form of online discussion forums, in combination with face-to-face teaching, as an effective student learning and skills development experience. Is the provision of an online discussion forum for student discussion alone sufficient for effective learning and skills development? Research indicates that the presence, participation and constructive feedback of the teacher/facilitator are essential for an effective online discussion forum. The paper will be based on theoretical research as well as empirical evidence (obtained by observation of skills development in face-to-face classes and online discussion forums). The empirical evidence includes the embedding of employability skills (including ethical awareness) at the Law School in the London School of Business and Management in 2014/15. The main aim of this proposal is to compare face-to-face teaching with online teaching, consider the advantages and disadvantages of both forms of teaching/learning to enhance students’ employment opportunities, and then to put forward the recommendation that if academics wish to ensure the enhancement of students’ employment opportunities, they should adopt blended learning with an effective online discussion forum to co-exist with face-to-face teaching.
TL;DR: In this article, the authors investigate teachers' perception and practice toward quality of education in secondary schools of Gondar, in order to attain this objective, the following questions were raised: how do teachers perceive quality education, what is the relationship between teachers’ perception process and their practice and the challenging constraints to quality education.
Abstract: The purpose of this study was to investigate teachers’ perception and practice toward quality of education in secondary schools of Gondar. In order to attain this objective, the following questions were raised: how do teachers perceive quality education, what is the relationship between teachers’ perception process and their practice and the challenging constraints to quality of education. To this effect, descriptive survey method was employed. The information used in this study was obtained through questionnaires, focus group discussions and observation. Purposive sampling technique was employed to select 103 teachers (87 male and 16 female). Six sections of classrooms were observed and two group discussions carried out with department heads (23 participants of male teachers) into two secondary schools. Data were analyzed by both Descriptive and inferential statistics through percentages, t-test, correlation and one-way repeated measures ANOVA. Results indicated that teachers’ value input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching-learning processes revealed that, as teachers’ perception toward quality teaching-learning process increases their practice of elements of constructivism also increases. Finally, recommendations were forwarded on the basis of the findings that teachers view the quality of education in terms of input.
TL;DR: In this article, the authors investigated the relationship between mobile cellphone dependency, mental health and academic achievement in students, and showed that the mobile dependence and have a significant relationship deprivation tolerance, life dysfunction, compulsion-persistence and mental health with academic achievement.
Abstract: Introduction and background: investigating mobile cellphone addiction among students regarding to increasing mobile use among them is necessary. We should examine vary psychological and academic aspects. Therefore, this study aimed to investigate the relationship between Mobile cellphone dependency, mental health and academic achievement in students. Materials and Methods: The outline of this research in terms of data collection methods are descriptive and correlational studies. The population in this study consisted of all male and female high school students in Kermanshah in 2014-2015 school year. 340 students (182 females and 158 males) were selected by simple random sampling and questionnaire responded dependence 8on mobile phone and a list of 25 symptoms. The mean scores for the second term were considered as an indicator of academic achievement. For data analysis, Pearson correlation and stepwise regression were used. Results: The results showed that the mobile dependence and have a significant relationship deprivation tolerance, life dysfunction, compulsion-persistence and mental health with academic achievement. Multiple regression analysis showed that the components of the life dysfunction, compulsion-persistence, and deprivation tolerance predicted 23.9% of changes in academic achievement. Also, life dysfunction, compulsion-persistence, and deprivation tolerance predicted 20.1% of mental health changes. Conclusion: Students who are more dependent on mobile experience more psychopathology, academic failure in their lifetime.
TL;DR: An approach to determining accountability of teachers for organizing an adaptive project-based learning (PBL) environment that enables customization on performance of students is proposed.
Abstract: In this paper, we propose an approach to determining accountability of teachers for organizing an adaptive project-based learning (PBL) environment. The environment enables customization on performance of students. The certain phases of teacher accountability are determined. Teachers would be accountable for preparing instructional material, teaching a subject through a relevant sample-project, guiding collaborative performance of group projects, and defining course study results. The first phase associated with holding teachers accountable for preparing instructional materials for teaching of subject while performance of a sample-project by every student and performing group projects and comprises: specification of a subject, specification of the sample-project and group projects, setting initial assessments of studying of a subject. The second phase aimed at holding teachers accountable for promoting development of subject-relevant knowledge during the sample-project performance and fostering adoption of specificity of adaptive PBL by students and comprises: submitting subject material while performance of the sample-project; facilitating learning by doing, assessing of students' knowledge after completion of the sample-project. The third phase aimed at holding teachers accountable for inducing development of higher-order knowledge and collaborative skills of students and comprises: fostering self-formation of knowledge heterogeneous collaborative groups; assigning projects of different complexity levels for collaborative groups; support of forming a structure of project tasks; setting adaptive assessments of knowledge and the fixed assessment of the collaborative skill. The fourth phase pertains to teachers’ accountability for defining results of the adaptive PBL, and includes: assessing student knowledge after completing the sample-project and group projects; assessing collaborative skills; defining complex summative assessment of students.
TL;DR: In this article, the authors present the findings of a qualitative multiple case study conducted on mobile schools aimed at exploring the challenges facing provision of education to the nomadic pastoralists of Turkana County, Kenya.
Abstract: As the universalization of primary education has become a central factor in countries’ global competitiveness, nations round the world are engaging in alternative approaches for educational provision initiatives aimed at reaching the disadvantaged nomadic pastoralist groups. Among the strategies in use are mobile schools, as a Non Formal Education (NFE) approach. Mobile schools are weighed down with challenges of implementation and its graduates being integrated into the formal system of education, hence threatening its survival. This study presents the findings of a qualitative multiple case study conducted on mobile schools aimed at exploring the challenges facing provision of education to the nomadic pastoralists of Turkana County, Kenya. This study used bottom-up policy implementation theoretical approach. The findings of this study indicate that inadequate number of teachers; lack of teacher motivation; lack of community awareness and sensitization on importance of schooling; lack of food and water for both human and livestock; and unavailability of health services as the key challenges. The study recommends more teachers to be employed, teachers motivation be improved and a multifaceted approach in education provision in order to promote the sustainability of this form of education provision through mobile schools.
TL;DR: Qassim university students were more satisfying with efficiency of the course teaching by PBL comparing with Port - Said university students with statistically significance differences between two groups.
Abstract: Background: In Nursing Field competence is crucial to ensuring secure, moral and legal nursing performance. A variety of instruction approaches' are used in nursing instruction to improve graduate proficiency. The Problem Based Learning approach to learning in medical education can be considered as the mainly significant educational advance in the previous 35 years. Problem-based learning is promoted as a mean to facilitate critical thinking and self-directed learning among nursing students. Several nursing curriculums are using Problem-based learning in an attempt to help undergraduates to develop advanced level skills correlated with professional nursing performance. Aim: To evaluate efficiency of the Problem Based Learning Course at of in and KSA. Subject and methods: A descriptive analytic study design was conducted. The study sample was consists of 140 undergraduate nursing students in Port Said University, Egypt and 74 from Qassim University of Kingdom of Saudi Arabia. Results: This study revealed that the mean of Qassim nursing students were higher than mean of Port Said nursing students regarding items related to efficiency of course teaching by PBL with statistically significance difference between both groups. Conclusion: These findings revealed that Qassim university students were more satisfying with efficiency of the course teaching by PBL comparing with Port - Said university students with statistically significance differences between two groups.