by Soukaina Rouijel and Majid Sakout
Original Research
Dentists are the role models for the society as far as oral health is concerned. However, student’s attitudes and practices were found to differ across academic levels and gender. The present study aimed to assess oral health attitudes and behavior among undergraduate dental students, and to analyze the variations in oral health attitudes based on level of education and gender using the Hiroshima University-Dental Behavioral Inventory (HU-DBI). A self-administered questionnaire based on the Hiroshima University-Dental Behavioural Inventory (HU-DBI) was distributed to 260 undergraduate dental students at the International University of Rabat. Overall, the mean questionnaire score for the total sample was 6.33±3.16. Most clinical students reported brushing each of their teeth carefully. More clinical (33.88) than preclinical (2.87) students have used a dye to see how clean their teeth are (p<0.001). Moreover, larger proportion of men (27.4) than women (16.2) use a toothbrush with hard bristles (p=0.03). A higher proportion of women (100) do check their teeth in a mirror after brushing (p<0.001). Prompt initiatives should be launched to critically revise the dental program and the education processes, and to redesign these programs in a constructive and productive manner to positively influence students’ behavior and attitudes.
American Journal of Educational Research. 2023, 11(1), 12-16. DOI: 10.12691/education-11-1-3
Pub. Date: January 16, 2023
by Ryan Jay B. Gumban and Dennis B. Roble
Original Research
Different pedagogies are used in order to meet international standards, where Filipino pupils' performance is subpar. This results in a challenge for teachers to infuse the right strategy, like non-routine problem solving, to enhance students’ problem solving skills for both instruction and behavior improvement. This study demonstrates how offering students flexible time through non-routine, contextualized problems as formative evaluation improves their academic procrastination. This study will examine students' abilities to complete unrestricted, non-routine, contextualized tasks as well as a more intangible aspect like academic procrastination. The level of performance and whether there is a significant difference between students exposed to constrained and unconstrained non-routine contextualized-localized problems as part of formative assessments in terms of academic procrastination were determined using quantitative data collected using a descriptive research design. Although it was found that students' levels of academic procrastination remain unchanged, the numerical increase in the mean is a good thing to keep in mind. It is recommended that mathematics teachers employ unrestricted, non-routine, contextualized problems as formative assessments to gradually raise students' mathematics achievement and reduce academic procrastination.
American Journal of Educational Research. 2023, 11(1), 7-11. DOI: 10.12691/education-11-1-2
Pub. Date: January 10, 2023
by T.S. Moser and Kimberly Wilson
Original Research
This research was designed to investigate the relationship between learning styles, multiple intelligences, and academic achievement in a middle school science classroom. Specifically, this research addressed the following research question; Does student learning style play an important role in the academic success of students in an eighth-grade science classroom? To determine answers to these questions a careful review of the relevant psychology was performed, followed by a comparison of learning styles and academic achievement. Participants consisted of 66 eighth grade students in an urban middle school in the midwestern United States. To determine individual learning styles participants completed The Kolb Learning Style Inventory. Participants answered a set of questions using a Likert scale; results are placed along a plane in two dimensions, from concrete experience to abstract conceptualization, and from active experimentation to reflective observation. Results grouped participants into one of four quadrants: activist, pragmatist, theorist, or reflector. Academic success was measured using a summative post-test designed to measure student understanding of concepts covered during the unit. To examine the relations among academic achievement (as measured by a unit test score) and four learning styles (i.e., Activist, Theorist, Pragmatist, and Reflector), several analyses were conducted. To determine if there was a relationship among the variables, bivariate correlations were computed. It was found that Activist and Theorist were negatively correlated (p=-0.25). To determine if dominant learning style predicted academic achievement, a multiple regression analysis was conducted. The results of the regression indicated that the predictor variables of Activist, Pragmatist, Theorist, and Reflector did not predict unique variance in the dependent variable of Academic Achievement (R2=.07, F (4,61) =1.1, p<.36).
American Journal of Educational Research. 2023, 11(1), 1-6. DOI: 10.12691/education-11-1-1
Pub. Date: January 03, 2023