American Journal of Educational Research

In the present study, we tested the hypothesis that 3-year-old children at a pre-literacy age can correctly identify healthy and unhealthy foods if they are paired with emoticons to convey this information. Using a multiple baseline single case design, 6 boys were shown pairs of cards depicting one healthy and one unhealthy food, across many trials. Children were asked to point to the healthy food on half the trials and to point to the food that was not healthy on the other half of trials. On half the trials, the foods depicted were familiar to the child; on the other half of trials, the foods were not familiar. A happy face emoticon was displayed on all cards depicting a healthy food; a sad face emoticon was displayed on all cards depicting an unhealthy food. If a child did not score 100% on each trial in baseline, then he was given a lesson to teach him how to relate emoticons with health and tested again in a post-baseline phase. The results showed that four of six children scored 100% on this assessment in baseline. The two remaining children scored 100% in the post-baseline phase. These results show that pre-literacy-aged children can readily match concepts of health (healthy, not healthy) to emotional correlates of health (healthy-good, not healthy-not good). At present, these are the first results to show that literacy is not an absolute requirement for children to identify the healthfulness of foods, and could lead to possible early interventions that could be easily incorporated into a preschool curriculum for children as young as 3-years of age.

American Journal of Educational Research. 2013, 1(3), 110-114. DOI: 10.12691/education-1-3-9
Pub. Date: May 04, 2013

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An Evidence Based Approach to Identifying Competencies for a Medical Curriculum: A Proposal Based on Medico-Legal Practice in Sri Lanka

by Edussuriya Deepthi, Marambe Kosala, Abeyasinghe Nilukshi and Jayawickramarajah Ponnampalam

Commentary

Criteria for including content into undergraduate curricula should not be based purely on the enthusiasm of teachers. What is taught at undergraduate level should be based on the needs and expectations of society from medical graduates and therefore be evidence based. Forensic Medicine training at undergraduate level, in Sri Lanka was selected as an example of this proposed method. Forensic Medicine training at undergraduate level, in Sri Lanka, is not based on a formal process of needs assessment. It is not linked to the key priorities of the the ministry of justice (service recipient) or the ministry of health (service provider). The links between these institutions need to be utilised maximally in a formal way for workforce training and development. Unless this task is approached thoughtfully and systematically the curriculum would merely be a reflection of faculty interest rather than of stakeholder, student or public needs. This paper highlights a needs based approach that maybe utilized in developing a medico legal curriculum which can be applied in the development of curricula in other disciplines.

American Journal of Educational Research. 2013, 1(3), 107-109. DOI: 10.12691/education-1-3-8
Pub. Date: May 01, 2013

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Self-Reported Research Skills Changes and Course Outcomes in a Senior Research Psychology Course

by Terry F. Pettijohn II, Paige D. Naylor and Joan F. Piroch

Original Research

Psychology students (N = 71) completed a research skills assessment test before and after completion of a semester long senior research methods course. The researchers hypothesized increases in all dimensions of research skills upon completion of the course. As predicted, student ratings for each of the 14 research skills measured increased. Reported course effort, enjoyment, and knowledge gained correlated positively with increased research skills. Implications for assessment are discussed.

American Journal of Educational Research. 2013, 1(3), 104-106. DOI: 10.12691/education-1-3-7
Pub. Date: May 01, 2013

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Challenges in Teaching Russian Students to Speak English

by Irina Abramova, Anastasia Ananyina and Elena Shishmolina

Original Research

This paper addresses the challenges brought about by the fact that the English language in modern is mostly taught by non-native English speakers in the context of classic ‘teacher-textbook-student’ paradigm. It also highlights the significance of shifting from this teacher-centered approach to EFL teaching and learning process, and presents the results of a teaching experiment aimed at creating a student-centered environment in a language classroom. We suggested that presenting the results of students’ research projects in the form of English-language video films can be an effective means of expanding students’ learning opportunities and eliminating some weaknesses of the artificial language learning environment. After five-year observations over more than 500 students learning EFL at the Petrozavodsk State University (PetrSU) and 20 non-native English-speaking teachers of the same University, we conducted a teaching experiment, which involved 22 students of the History Department and 28 students of the Law Department and resulted in creating two video films on professionally oriented topics chosen by the students and aligned with their fields of study. Our study revealed that students’ filmmaking is an effective tool to support not only such traditional methods as computer-based learning, presentation, research, but also such innovative kinds of work as multimedia or animated presentations. Therefore, making videos in a foreign language proves to be a highly productive way of acquiring English language skills through the use of technology.

American Journal of Educational Research. 2013, 1(3), 99-103. DOI: 10.12691/education-1-3-6
Pub. Date: April 13, 2013

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Perceptions of Students on Culture and Its Impact on Web-based Information Seeking at Solusi University in Zimbabwe

by Bongani Ngwenya

Original Research

The objective of this study was to identify cultural implications and differences through the perceptions of postgraduate students (male and female) at Solusi University, in Zimbabwe and assess the cultural implications and cultural differences` impact on information seeking, management and evaluation in the information environment and information practices, of an institution of higher learning. Literature has shown that there are differences between the success and failure factors in the developed and developing countries with regard to the development and use of Web-based or online information sources for learning purposes in Universities. There is very little literature, and evidence of attention given to this area of study in Zimbabwe in particular. This study is build on the premise that “information seeking” is socio-culturally bounded and that the success of use of Web-based information is highly related to – if not found at, the intersection between the implied by the perceptions of students, that is, information seekers and learners and the technology applied to achieve the desired information search outcomes. The data were collected by use of an instrument of a questionnaire that was administered among postgraduate students at Solusi University, in Zimbabwe, in 2011. The data were analysed quantitatively with SPSS version17.0 for Windows using mainly cross-tabulations and Chi-squared tests. The statistically significant differences focused on the general Web-based information seeking, management and evaluation in this information environment, and information practices used within the Solusi University. The conclusions drawn from the study were that cultural differences and implications influence the seeking of Web-based learning information and that the impact of cultural differences and implications should be examined more thoroughly in future studies, which should apply both qualitative and quantitative methods.

American Journal of Educational Research. 2013, 1(3), 93-98. DOI: 10.12691/education-1-3-5
Pub. Date: May 03, 2013

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Sources of Self-Efficacy Influencing Academic Performance of Engineering Students

by C.W. Loo and J.L.F. Choy

Original Research

This study examined (a) the correlation of the four hypothesized sources of self-efficacy (mastery experience, vicarious experience, social persuasion, emotional arousal) with academic performance, and (b) the prediction of the main source of self-efficacy that affects academic performance. A 40-item survey measuring sources of mathematics self-efficacy was administered to 178 third-year engineering students. Academic performance, which includes mathematics module grades and cumulative grade point average (GPA) scores, were collated. The results of the present study showed that self-efficacy sources were correlated with mathematics achievement scores as well as cumulative GPA of electronics-related engineering diplomas. More importantly, mastery experience was found to be the main predictor for academic achievements of mathematics and related engineering modules. Finally, suggestions are offered to help curriculum developers in instructional design so as to improve students’ engineering academic performance.

American Journal of Educational Research. 2013, 1(3), 86-92. DOI: 10.12691/education-1-3-4
Pub. Date: April 26, 2013

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The Role of Social- Cognitive References in Academic Situations on Students’ Research Self-Efficacy and Research Motivation: Testing a Causal Model

by Monireh Salehi, Hossein Kareshki and Mohammad Reza Ahanchian

Original Research

The purpose of the present study was to investigate the relation between factors that effect on research products, research self-efficacy and research motivation in students applying a causal model. The method used this descriptive study was structural equation modeling (SEM) which is an advanced correlative method. A sample of 126 PHD students was selected from two Universities in North western of Iran. Participants responded to research self-efficacy, research motivation and research factor scales. Pearson correlation coefficients showed that most of the research self-efficacy factors, research motivation factors (internal motivation, external motivation and being motiveless) and components of research factors (previous experiences, others encouragement, substitute experiences, anxiety and attitude) are significantly correlated (p<0/05). SEM results revealed the mediating role of research self-efficacy in relation between research factors and research motivation (NNFI=0/90, RSMEA= 0/06); and most of the path coefficients of the suggested model were significant (p<0/05). Based on this result, we can calculate that environmental factors in university have effects on student’s performance in research.

American Journal of Educational Research. 2013, 1(3), 79-85. DOI: 10.12691/education-1-3-3
Pub. Date: May 03, 2013

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Energy and Environmental Impact on the Biosphere Energy Flow, Storage and Conversion in Human Civilization

by Thomais Vlachogianni and Athanasios Valavanidis

Review Article

The present review describes the role of different energy regimes throughout the human history and their environmental impact. The appearance of Homo sapiens and the development of primitive human civilization can be narrated by different energy regimes throughout the centuries. Getting the energy that humans needed for their needs affected directly the environment in many different ways. Some energy sources have a greater impact than others. Energy is lost to the environment during any energy transformation, usually as heat. Environmental historian can describe human history, from the discovery of fire (the most important human invention) by the primitive man and the development in four different energy regimes over the last ten thousand years. The first two divisions, "gatherer-hunters" (1.5 million to 10,000) and "pre-industrial agriculture," cover many centuries until 1750. The third period deals with "an industrial world" up to 1950, and the fourth period covers the developments in the post industrial society, between 1950 and the 21^st century. Energy usage divides periods of socio-ecological human history. In each period, human energy sources and consumption changed significantly, providing a point of no return. Until the 1700s, however, agriculture continued to rely on energy directly related to the sun and stored in organic systems. After 1750, humans developed new ways of thinking about nature, as well as new kinds of energy systems based on coal and the production of steam. New energy systems (petroleum, natural gas, hydroelectric) allowed a dramatic increase in human populations but at the same time polluted quite heavily damaging the environmental balance with nature. Those increases changed dramatically after 1950 and caused the doubling of the population and the multiple energy use for transport and electricity. Are nuclear energy and renewable energy sources the future prospects for a sustainable development in energy use by humans? Is the “Third Industrial Revolution” the future solution for global warming? These are hard questions with great implications on the future of the planet, its ecological balance and inevitably for the human civilization.

American Journal of Educational Research. 2013, 1(3), 68-78. DOI: 10.12691/education-1-3-2
Pub. Date: May 02, 2013

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Nutrition Education and Osteoporosis Risk Factors in Early Decades of Life

by Khalid K. Abdul-Razzak, Ahmed A. Abu-Taleb, Ahmad Al-Husban and Lara T Kufoof

Original Research

Objective: To examine the effectiveness of nutrition course on dairy products, fruits and vegetables frequency consumption in university female students. Method: A total of 152 pharmacy students who were enrolled in a course of nutrition at the school of pharmacy involved in the study. Frequency Consumption of dairy products, fruits and vegetable were collected and analyzed before and after the course of nutrition. Results: After the course of nutrition, a statistically significant (P < 0.05) increase in consumption for milk, dairy products, fruits and vegetable was found. Conclusion: Class-based nutrition education can be an effective strategy to motivate young adult toward dietary behaviors modification to maximize bone peak bone mass and in tern reduces the risk of osteoporosis.

American Journal of Educational Research. 2013, 1(3), 63-67. DOI: 10.12691/education-1-3-1
Pub. Date: April 22, 2013

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