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Collapse <span class="m110 colortj mt20 fontw700">Volume 10 (2022)</span>Volume 10 (2022)
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Volume 10, Issue 2

Comparative Analysis of Health Behaviors and Protective Factors in Students Attending International Schools and Government Schools across India
Original Research
The World Health Organization (WHO) conducted a self-administered global school-based student health survey (GSHS) in 2007 to students attending schools under the Indian Central Board of Secondary Education (CBSE). The survey collected data on various health behaviors; however, this sample of data was missing a large proportion of Indian children attending government schools (GS). The objective of this study is to compare health behaviors and protective factors between CBSE and GS students in India. Children attending nine randomly selected GS in Bangalore, India were orally surveyed using questions from the GSHS. While dietary and hygiene factors are compromised for students in GS, they appear to engage in healthy social relationships more often than CBSE students. These dissimilarities between GS and CBSE schools imply that the gap in health factors between the two school systems remain a complex problem and that school-type specific solutions are required to address these issues.
American Journal of Educational Research. 2022, 10(2), 103-110. DOI: 10.12691/education-10-2-5
Pub. Date: February 27, 2022
Public Opinion about Differential Pay for Science and Math Teachers Relative to Other Disciplines and Careers
Original Research
The purpose of this study was to assess public opinion in the United States regarding differential pay for science and math teachers. The few studies that have examined this topic have either relied on direct opinion surveys or assessed the effects of a differential pay program after it is in place. To yield more genuine data aligned with public sentiment, a representative sample of adults living in the United States completed a series of seven activities in which they ranked seven occupations according to how they believed each should be paid relative to one another. Across the seven activities, six of the careers remained constant and those were all non-teaching careers. The seventh career varied as the relative ranking of science and math teachers was compared to other teaching roles. Results revealed that the public equivalently ranked different teacher roles and did not assess science and math teachers at a higher or lower rank than teachers of other disciplines.
American Journal of Educational Research. 2022, 10(2), 99-102. DOI: 10.12691/education-10-2-4
Pub. Date: February 27, 2022
School Violence and Open Spaces for Learning in Cameroon
Original Research
The paper sets out to examine school violence as a hiccup to open spaces for quality education in Cameroon. It was crafted from research on violence and educational quality in Cameroon colleges, emphasizing the effects of violence on students’ learning outcomes. This translates to how much and how well children learn and the extent to which their education leads to personal, social, and developmental benefits through respect, tolerance, collaboration, and creativity to attain education for life. The paper has been conceived using the experimental group design with a causal approach wherein the cause and effect are examined. The study was guided by the social interaction theory that shows that an actor's social influence contributes to producing victims' behavior. The research question focused on the extent of violence in education. The specific objective of this study was to understand the learners' violence, the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes. It adopted the quantitative method of data collection and analyses followed by examining the data by appropriate statistical and mathematical rules for significant relations. The quantitative data obtained from the interviews of 924 respondents analyzed using ANOVA but reduced to descriptive statistics in this paper. The analysis was conducted using descriptive statistics, frequencies, and regression analysis. The findings indicate an acute prevalence of violence in school, poor school quality, and challenging socioeconomic background. Besides this, the argumentation of schools as open spaces becomes moribund and problematic.
American Journal of Educational Research. 2022, 10(2), 85-98. DOI: 10.12691/education-10-2-3
Pub. Date: February 27, 2022
Improving Graduate Student Recruitment, Retention, and Professional Development During COVID-19
Original Research
This study explores graduate students' academic support and preparation perspectives during the global pandemic. Study participants (N=4) volunteered to engage in reflective journaling for sixteen weeks to document learning challenges during the COVID disruption. Findings from the study focused on concerns for student well-being, including (1) creating opportunities for collaboration, (2) developing and maintaining a sense of belonging, and (3) enhancing personalized coaching and mentoring. Results are discussed regarding implications for graduate student program persistence and completion. More research is needed to explore the dimensions of graduate student engagement, academic well-being, scholarly development, mentoring needs, and acquisition of professional identity as graduate scholars.
American Journal of Educational Research. 2022, 10(2), 81-84. DOI: 10.12691/education-10-2-2
Pub. Date: February 11, 2022
Strengths of Formative Feedbacks with Line by Line Hints & Repeated Parallel Question on Promoting Students’ Mathematics Achievement
Original Research
Feedback is an indispensable component of formative assessment for it helps students cope their learning problems. However, students are rarely engaged in the feedback process. This experimental study explored the different feedback methods to promote students’ mathematics achievement. This study utilized the traditional, line by line hints and repeated parallel question as a form of written feedback. The participants were the 13-14 years old grade 8 students of Alae National High School during the school year 2021-2022. It employed a Quasi-experimental Pretest-Post Test Control Group design. A 48-item validated teacher-made achievement test in Algebra was the main instrument used in this study. Descriptive statistics such as mean and standard deviation along with one-way analysis of covariance (ANCOVA) were used to analyze the effect of different feedback methods on students’ mathematics achievement. Bonferroni pairwise posteriori test was used to determine which method made a significant difference in the students’ mathematics achievement. Results of the analysis revealed that students’ level of mathematics achievement was in the approaching proficiency level when exposed to formative feedback with line-by-line hints as well as those with repeated parallel question as compared to the control group who used the traditional feedback. Furthermore, the formative feedback with repeated parallel question was effective in improving students’ achievement as it provides higher degree of assistance and error-correction mechanism. Hence, the researchers recommend that mathematics teachers across all levels may employ this method to foster better understanding and promote students’ active engagement in the feedback process. Also, in order to have generalizability of the results, a comprehensive study might be done to address the limitation of this method towards improving students’ mathematical flexibility especially in solving real-life mathematical problems.
American Journal of Educational Research. 2022, 10(2), 73-80. DOI: 10.12691/education-10-2-1
Pub. Date: February 11, 2022