by Joedeve A. Mejares and Denis A. Tan
Original Research
Students are able to elaborate and reflect on their learning if they are given the opportunity to write them down in a journal. This study assessed the effects of Journal Writing Approach on Grade 10 Students’ Academic Performance and Attitude in Mathematics. It aimed to (a) describe the level of performance of students when exposed to modular learning and those exposed to modular learning with journal writing; (b) find the level of students’ attitude towards Mathematics when exposed to modular learning and those exposed to modular learning with journal writing; (c) identify the significant difference of students’ performance between pretest scores and posttest scores when exposed to modular learning and those exposed to modular learning with journal writing; and (d) evaluate the significant difference of students’ attitude in terms of pretest scores and posttest scores i when exposed to modular learning and those exposed to modular learning with journal writing. A quasi-experimental research design was utilized in this investigation. Results showed that academic performance of both groups during the pretest were very low, and during the posttest, students exposed to Journal Writing Approach showed higher increase in post test scores. The level of students’ attitude towards Mathematics for both exposed to Journal Writing Approach and without it was neutral. The group exposed to Journal Writing Approach has improved their academic performance based on the mean scores from a negative attitude in the pretest to a positive result during the posttest. But the students exposed to modular learning only remained undecided. More so, there is a significant difference on students’ academic performance and attitude in Mathematics when exposed to modular learning and those exposed to modular learning with journal writing in favor of the latter. Hence, journal writing has shown positive effects in improving students’ academic performance and attitude in Mathematics.
American Journal of Educational Research. 2023, 11(2), 84-90. DOI: 10.12691/education-11-2-7
Pub. Date: February 19, 2023
by Zyrel V. Vallerio, John Cris Z. Tobias, Jennifer N. Tillay, Analyn P. Dumangeng, Venus T. Pumihic and Romiro G. Bautista
Original Research
Teachers’ affordances in facilitating science classes which involves their efficacy in teaching strategies and assessment practices, classroom management, and student empowerment impinge their deliberate self-efficacy and attitude in raising desirable scientific attributes among students in response to the newer philosophy of science teaching and learning. The following are the highlights of the findings of this study: (1) the respondents hold efficacious standpoints in teaching and learning science in the newer philosophy of science teaching; (2) the respondents are efficacious in teaching strategies and assessment practices, classroom management, and student empowerment. These concordances are manifestations of their standpoints in an effective science teaching and learning; and (3) the respondents’ general standpoints in teaching and learning science is proportional to their efficacious viewpoints in employing teaching strategies and assessment practices, classroom management, and student empowerment.
American Journal of Educational Research. 2023, 11(2), 79-83. DOI: 10.12691/education-11-2-6
Pub. Date: February 19, 2023
by Matías Arce Sánchez, Cristina Pecharromán Gómez, Tomás Ortega del Rincón and Thomas Mwenya Musonda
Original Research
In most cases, teacher-centered methods in Zambia fall short of performance and motivation of the students in teaching and learning of mathematics, specifically, in the topic of trigonometric ratios, where students fail to interpret the symbols and their meaning in formulas. This study aims at designing theoretical proposal using problem – based learning to enhance the teaching and learning of this topic among the Grade 11 students. To design a theoretical proposal, I have proposed a combination of student-centered methods i.e., problem-solving and problem-based approaches and the model of cognitive competence of Socas. I suggest that the implementation of this proposal could improve the learning and understanding of trigonometric ratios by the students.
American Journal of Educational Research. 2023, 11(2), 53-78. DOI: 10.12691/education-11-2-5
Pub. Date: February 15, 2023
by Yuda Taddeo Kaahwa and Sande Erunao Muwanguzi
Original Research
Part-time teaching (Multi-School Teaching) is one of the practices which have for long been rampant among secondary school teachers in Uganda, despite being castigated by government and perhaps considered illegitimate. This practice exists amidst the complex and ambiguous pedagogical environment especially in terms of planning and preparation, management of classroom environment, actual instruction, as well as other professional responsibilities. In fact, involvement of teachers in part-timing could support or dampen their classroom interaction and pedagogical effectiveness. This study therefore explored how teachers who engage in part-time teaching comply with classroom interaction and pedagogical effectiveness. The study discovered a breadth of both authentic and improbable compliance strategies which part-timing teachers use to comply with pedagogical effectiveness. It was thus recommended that administrative supervisory and regulatory machinery should be strengthened in these school; as well as shifting the focus of education from mainly examination orientation to a more holistic focus.
American Journal of Educational Research. 2023, 11(2), 41-52. DOI: 10.12691/education-11-2-4
Pub. Date: February 08, 2023
by Abdullah M. Almanie
Review Article
Vision 2030 referred to the Kingdom’s efforts in all its educational departments and institutions to bridge the gap between education outputs and the needs of the labor market. The vision aimed at making at least five Saudi universities among the best (200) international universities by 2030. The purpose is to present the change management as an approach to the development of the administrative performance of academic leaders in Saudi universities in the light of Prince Mohammed Bin Salman's Directives This paper provided the foundations of the proposed model, the premises of the proposed model, the objectives of the proposed model, the dimensions of the proposed model, requirements for implementing the proposed model, and finally the obstacles to implementing the proposed vision and how to overcome them.
American Journal of Educational Research. 2023, 11(2), 34-40. DOI: 10.12691/education-11-2-3
Pub. Date: February 05, 2023
by Monther Alluhaidah
Original Research
This comparative case study uses voice onset time (VOT) to scrutinize whether an English-speaking native Arabic speaker may create a unique phonetic category for their L2. Many studies have studied VOT in different languages, but there is limited research on acquiring VOT of English by Arabic Learners. Therefore, this study attempts to fill the gap by focusing on the ability of an Arabic native speaker to produce English word-initial plosives in the manner of an English native speaker. This study also aims to determine whether the main assumptions of Flege's Speech Learning Model (SLM) were validated by this kind of data. Two males participated in this study, one adult advanced Saudi learner of English living in the UK and one English native speaker. The VOTs of the voiced and voiceless monosyllabic plosives were measured, followed by high vowels, all inserted in a carrier phrase. The results demonstrate that the advanced Saudi learner fails to establish a separate a VOT of English initial stops in the same way as a native speaker. Length of stay in the UK and daily use of English seem not to affect the perceptions of the differences between L1 and L2, and this aligns with the SLM expectations and findings understood through this theory. Overall, this study has contributed to understanding the field of second language acquisition regarding Arabic acoustic studies in terms of different physical properties of speech especially acquiring VOT of English. The learners' acquisition is limited despite their level and exposure, and they overwhelmingly resembled Arabic rather than English native speakers. It aligns with several hypotheses based on SLM expectations found for learners' phonetic categories unable to separate both L1 and L2 categories.
American Journal of Educational Research. 2023, 11(2), 25-33. DOI: 10.12691/education-11-2-2
Pub. Date: February 05, 2023
by Sudeshna Mitra, Amit Kumar Hazra and Harpal S. Grewal
Original Research
This paper examines the importance of training need assessment (TNA) for family-based women entrepreneurs who can handle entrepreneurship independently within the periphery of their demography and socioeconomic status. The present study is done through a social survey on 100 female-operated family-based enterprises in two blocks of Birbhum District, West Bengal, Bolpur-Sriniketan and Illambazar. The data collected through the household survey method is analysed, then transcribed and confirmed and amended findings by reconciliation using Participatory Rural Appraisal (PRA) method. It is found that female-operated enterprises in the area have low entrepreneurial success due to inadequate family support or encouragement and other factors like low education, low skill, low income, and caste barriers. Another need assessment survey was conducted on the same group to know their desires and demand to grow their businesses. It is recommended that women entrepreneurs should redefine their situation so that they see business to greater prosperity for themselves and their families. The families of women entrepreneurs should also support the women's initiatives by assisting at the household and business level to enable these women to exploit their full potential in business. The study provides knowledge that could be of great value to small and medium-level stakeholders in supporting women entrepreneurs to enhance their contribution to social and national development.
American Journal of Educational Research. 2023, 11(2), 17-24. DOI: 10.12691/education-11-2-1
Pub. Date: February 02, 2023