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Volume 10, Issue 8

On Potential Effects of Digital Teaching on Exam Results?
Case Report
In this article, a digital teaching format tailored to the teaching in an introductory course in Statistics for Industrial Engineers is compared with the classic face-to-face lecture from previous years. The focus is on the comparison of the examination results of the classic lecture in the four academic years before the COVID-19 pandemic with the results of the online course of the academic year 2020/2021 − with the surprising result for the authors that the examinees performed significantly better under the new conditions than in the past. The discussion of the empirical results includes potential for improvement for future face-to-face, online and hybrid courses.
American Journal of Educational Research. 2022, 10(8), 508-514. DOI: 10.12691/education-10-8-5
Pub. Date: August 30, 2022
CHEMIKA and Students’ Academic Achievement in Chemistry
Original Research
The provision of virtual laboratory is paramount to a continuum of providing scientific concepts and principles even during pandemic. The study was conducted to determine the effectiveness of alternative hands-on laboratory e-session through simulated multi-media and interactive knowledge simulation approach on student’s academic achievement in Chemistry. The One Group Pretest-Posttest Design (OGPPD) of the Pre-experimental Design was used in this study as it intends to collect viable data on the employment of Project CHEMIKA as a way of leveraging the academic achievement of Junior High School (JHS) students in Chemistry particularly in the study of Matter. The mean score of the students in the pretest and posttest is increased. This increase is coined as an effectual result of the implemented provisions of Project CHEMIKA; There is a significant difference on the pretest and posttest mean score of the students in Chemistry. This posts a significant increase in the posttest results; The provisions of Project CHEMIKA posted a medium effect on the academic achievement of the students in Chemistry. While the result of the study seems to suggest that the students have better test results when exposed to the proposed intervention, there are important limitations to note. The study was limited in the areas of size, duration, content, and methodology. Albeit limited with the aforementioned parameters, Crocodile chemistry still appears to be a viable application in aiding students learn Chemistry concepts and thereby enhancing students’ academic achievement. Chemistry teachers are encouraged to use this instructional application in teaching Chemistry. Likewise, school administrators may consider presenting it among Chemistry teachers for synchronous class discussions and experiments to enhance existing approaches with the help of modern technology.
American Journal of Educational Research. 2022, 10(8), 501-507. DOI: 10.12691/education-10-8-4
Pub. Date: August 28, 2022
Effects of Stress and Coping Mechanisms: The Case of Pre-Service Teachers in Selected Colleges of Education in Ghana
Original Research
This research examined the effects of stress on pre-service teachers in selected colleges of education in Ghana and the coping techniques they use to address stress. The purpose of the study was to assess the impact of stress on academic performance as well as the coping mechanisms of pre-service teachers in selected colleges of education in Ghana. This study adopted the positivist paradigm and a quantitative cross-sectional descriptive survey design. One hundred and fifty (150) second-year (degree) and third-year (diploma) students were randomly selected to take part in the study. There were 74 male and 76 female participants, with an average age of 21.9 years. The study results showed significant effects of stress on students that included tiredness, headaches, and insomnia. Males differed from females in depression, anxiety, isolation, and loss of appetite, with males experiencing high degrees of these compared with their female counterparts. Also, degree and diploma students differed on tiredness, concentration, restlessness, absentmindedness, seclusion, and motivation. To cope with stress, pre-service teachers employed a variety of methods, specifically adaptive coping strategies. Overall, pre-service teachers experience academic, health, and psychological-related effects of stress and mostly use adaptive coping strategies to manage stress.
American Journal of Educational Research. 2022, 10(8), 491-500. DOI: 10.12691/education-10-8-3
Pub. Date: August 28, 2022
Digital Disturbance in Early Childhood Education in the Midst of and Post “COVID – 19” Pandemic Period: A Qualitative Study from Teachers’ Viewpoint
Original Research
In the digital age, teachers need to behave positively attitude toward the use of ICTs. This study investigated the perceptions of early childhood teachers regarding the use of ICTs in the distance learning process during and post the Covid-19 pandemic through a qualitative interview. For the data gathering, 55 early childhood teachers in Palestine were interviewed and analyzed using thematic coding techniques. The research obtained particular information on how the perception of the teachers to digital disruption during the Covid-19 pandemic within six main themes: ICTs' benefits, the importance of ICTs' competencies, promotion of the ICTs' training the uses of ICTs, barriers to using ICTs, and competencies and attitudes post-pandemic. The results indicated that ICTs training that supports ICTs use among early childhood teachers needs to be promoted more. This study contributes to the body of knowledge on the use of ICTs in the early childhood teaching process. In addition, this study also increases the empirical study findings that are useful for reporting the distance learning practice in early childhood education.
American Journal of Educational Research. 2022, 10(8), 484-490. DOI: 10.12691/education-10-8-2
Pub. Date: August 09, 2022
The Devalorization of Education in Congo Stakes and Realities
Original Research
It is commonly recognized that; the development of humanity inevitably passes through education which sets the means for any society to ensure its sustainability. But the reality within the Congolese education system shows that the paramount role of a school is no longer valued. The issue of devalorization of education is nowadays a global concern. A loss of attractiveness of the teaching profession in primary and secondary schools, even teacher shortages are intensely felt in many contexts. The goal of this study was to identify the causes of devalorization of education in the Congolese society, and its stakes and realities across public schools in Congo. Through a qualitative approach, using a semi structured interview form consisting of ten questions, purposively selected as the data collection tool, to the attention of a study group constituted of fifteen respondents, both teachers and administrative staff, and learners of Mvoumvou and Antoine Banthoud primary and secondary schools, research findings were generated. It emerged that issues which orchestrated teacher dissatisfaction, including the decline of their status were a key pointer of devalorization of education in the nation. Consistent suggestions were developed in line with the findings obtained as the results of the study.
American Journal of Educational Research. 2022, 10(8), 476-483. DOI: 10.12691/education-10-8-1
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