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JournalISSN: 1925-0746

World Journal of Education 

Sciedu Press
About: World Journal of Education is an academic journal published by Sciedu Press. The journal publishes majorly in the area(s): Teaching method & Population. It has an ISSN identifier of 1925-0746. It is also open access. Over the lifetime, 736 publications have been published receiving 4797 citations.


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Journal ArticleDOI
TL;DR: In this paper, the authors investigated the relationship between the knowledge level of science process skills and attitudes toward science, and the effect of gender and residence of the students on their knowledge level and on their attitudes towards science.
Abstract: The aims of this study were to investigate the relationship between the Palestinian secondary school studentsknowledge level of science process skills and their attitudes toward science, and the effect of gender and residence ofthese students on their knowledge level of science process skills and on their attitudes toward science. The studyused an 18 - question science process skills test and a 25-item attitudes toward science questionnaire. The associationbetween knowledge level of science process skills and attitudes toward science were significant with a correlationcoefficient of 0.69. The results of the study indicated that there were significant differences in science process skillsdue to gender favoring females; and due to residence favoring villages students. However, there were no significantdifferences in attitudes toward science due to the variables.

154 citations

Journal ArticleDOI
TL;DR: The results indicated that the three English language textbooks currently used at high schools in Iran are not acceptable from the teachers’ point of view considering their five sections, their physical make-up, and some practical concerns.
Abstract: Decisions related to textbook selection and evaluation are of great importance. The purpose of this study is to evaluate the three English language textbooks currently used at high schools in Iran from the high school English teachers’ point of view. For this purpose, a 46-item questionnaire was developed about the five sections of the textbooks (vocabulary, reading, grammar, language functions, and pronunciation practice), their physical make-up, and practical concerns. Fifty highs school teachers with more than five years of teaching experience were asked to reflect on the questions by checking one of the four options included. The results indicated that the textbooks are not acceptable from the teachers’ point of view considering their five sections, their physical make-up, and some practical concerns.

106 citations

Journal ArticleDOI
TL;DR: This paper will examine the available methods in sampling participants for qualitative study and discuss the sampling frame suitable for case study, such as single-case (holistic and embedded), multi-case, and a snowball or network sampling procedure.
Abstract: Due to statistical analysis, the issue of random sampling is pertinent to any quantitative study. Unlike quantitativestudy, the elimination of inferential statistical analysis, allows qualitative researchers to be more creative in dealingwith sampling issue. Since results from qualitative study cannot be generalized to the bigger population, qualitativeresearchers do not have to endure the strenuous randomization process of sampling procedure. However, qualitativeresearchers should not take sampling procedures too lightly, and if they do, it will affect the richness and theappropriateness of the data. The chances are, the data will not answer their research questions and this can frustratethe researchers when making meanings to the data. This paper will examine the available methods in samplingparticipants for qualitative study. Specifically, the paper will discuss the sampling frame suitable for case study, suchas single-case (holistic and embedded), multi-case, and a snowball or network sampling procedure. Discussion willalso involve challenges anticipated for each procedure.

85 citations

Journal ArticleDOI
TL;DR: Focused written CF is more effective than unfocused one, at least where English articles are concerned, in improving grammatical accuracy of high-proficient L2 writers and thus strengthens the case for teachers providing focused written CF.
Abstract: The present article reports the findings of a study that explored(1) whether direct written corrective feedback (CF) can help high-proficient L2 learners, who has already achieved a rather high level of accuracy in English, improve in the accurate use of two functions of English articles (the use of ‘a’ for first mention and ‘the’ for subsequent or anaphoric mentions); and (2) whether there are any differential effects in providing the two different types of direct written CF (focused and unfocused) on the accurate use of these grammatical forms by these EFL learners. In this study, sixty high-proficient L2 learners formed a control group and two experimental groups. One experimental group received focused written CF and the other experimental group received unfocused written CF, while the control group received no feedback. The statistical analyses indicated that both experimental groups did better than control group in the post-test, and moreover, focused group significantly outperformed unfocused one in terms of accurate use of definite and indefinite English articles. Overall, these results suggest that focused written CF is more effective than unfocused one, at least where English articles are concerned, in improving grammatical accuracy of high-proficient L2 writers and thus strengthens the case for teachers providing focused written CF.

79 citations

Journal ArticleDOI
TL;DR: In this paper, a co-relational study explored the relationship between reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners and found that there was a significant strong positive correlation between selfefficacy belief and comprehension.
Abstract: This co-relational study explored the relationship between reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners. In this study, Michigan reading comprehension test, a self-reported Reading Strategy Use Questionnaire, and a Reading Self-efficacy Questionnaire were administered to eighty Junior and Senior EFL students. The results of Spearman Correlation coefficient, descriptive statistics, and Canonical correlation indicated that a) there were significant strong positive correlation between reading self-efficacy beliefs and reading comprehension and also between reading self-efficacy beliefs and reading strategies use, b) the most frequent use of reading strategy was found to be cognitive strategy, followed by testing strategy, meta-cognitive strategy, and finally compensatory strategy, c) regarding the gender, the relationship between Reading Self-efficacy and Reading Strategies used by Iranian EFL senior and junior students made no difference.

66 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202318
202230
202129
202086
201989
201899