American Journal of Educational Research

The job satisfaction is reflected by the affective reaction of an individual on to his/her work related factors. This study explores the relationship between individual characteristics, job characteristics, and career development with job satisfaction of teachers in vocational schools at the Province of North Sumatera, Indonesia. The sample size of this study was obtained using the proportional random sampling which further resulting a total number of 166 teachers who were found having the expected qualification in Mechanical Engineering subject. The hypotheses tests based on the path analysis on the research model revealed that individual characteristics, job characteristics, and career development directly influence job satisfaction. Summary of findings and managerial implications in this study are discussed and put forward.

American Journal of Educational Research. 2014, 2(8), 698-702. DOI: 10.12691/education-2-8-20
Pub. Date: August 21, 2014

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The Learning Effectiveness of Structured Assessment Stations with Immediate Feedback in Evidence-Based Practice Education

by Kee-Hsin Chen, Chiehfeng (Cliff) Chen, Pei-Chuan Tzeng and Hsueh-Erh Liu

Original Research

Background: The development of clinical expertise depends not only on abundant practice but also on guidance through good feedback. Clinical teachers can improve learners’ skills by providing specific, performance-based feedback. In Taiwan, evidence-based practice (EBP) education has been taught through workshops, hands-on practice and small group discussion. However, the impact of feedback in EBP is still unknown. Aim: The aim of this study was to determine the effectiveness of structured assessment stations with immediate feedback in EBP education among nurses. Methods: The study was a quasi-experimental with repeated measures. Convenience sampling was used in two university hospitals. The intervention involved four immediate feedback structured assessment stations one week after a four-hour EBP workshop. The outcomes were measured by Taipei Evidence-Based Practice Questionnaire (TEBPQ), which contains 26 self-report questions, completed three times to evaluate learning efficiency of EBP. At the end of the program, qualitative data on the learners’ feelings, perceptions, and experiences toward the training process were also collected for analysis. Results: Sixty-one of the seventy participants (87.1%; 61/70) completed the study. In this research, the mean scores of Taipei Evidence-Based Practice Questionnaire (TEBPQ) for ‘Ask’, ‘Acquire’, ‘Appraisal’, ‘Apply’, and ‘Attitude’ domains all increased significantly after the participants attended the four assessment stations with immediate feedback (all p<. 05). After the EBP 4 workshop, the standardised TEBPQ scores improvement reached 20%. Furthermore, structured assessment stations with immediate feedback may improve overall learning efficiency by 35%. Conclusions: This study demonstrated that structured assessment stations with immediate feedback may improve overall learning efficiency over an EBP workshop alone. As a result, small group discussion, hands-on practice and additional immediate feedback structured assessment stations may be considered by educators who are interested in enhancing EBP ability among healthcare professionals.

American Journal of Educational Research. 2014, 2(8), 691-697. DOI: 10.12691/education-2-8-19
Pub. Date: August 20, 2014

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Candidate Surveys on Program Evaluation: Examining Instrument Reliability, Validity and Program Effectiveness

by Ruchi Bhatnagar, Jihye Kim and Joyce E. Many

Original Research

This self-study conducted by an urban college of education examined the effectiveness of its teacher education programs in emphasizing its social justice conceptual framework, as perceived by its teacher candidates. The study included development of an electronic survey based on the ten learning outcomes of the unit’s conceptual framework, and testing the internal consistency reliability and the construct validity of the survey items. The survey was administered to teacher education candidates who rated their program’s effectiveness in fulfilling the unit’s vision of preparing educators that are informed and empowered, committed, and engaged with students and their communities. We analyzed data from teacher candidates at mid or end points in their programs over two academic years. Our results indicated that the survey was a valid and reliable instrument for collecting candidates’ feedback on program improvement. Candidates’ feedback showed differences among the three programs in their emphasis on the conceptual framework. Additionally, there were some learning outcomes that were rated low in both years by the candidates, implying that some outcomes are being more successfully emphasized in the programs than others. These results were important feedback for the teacher education unit to move along the path of self-reflection and continuous improvement.

American Journal of Educational Research. 2014, 2(8), 683-690. DOI: 10.12691/education-2-8-18
Pub. Date: August 19, 2014

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The Impact of Designed TPACK- Object Based Game on the Performance of JSS 2 Students in Mathematics

by Olatoye Mukaila. A and Nleya Paul. T

Original Research

This paper sees to the design of Instructional Object Based Game (IOBG) using Technological Pedagogical and Content Knowledge (TPACK) framework and it imparts on the performance of students learning in mathematics as investigated from two sets of subjects. The sample consists of 200 Junior Secondary School 2 (JSS 2) students selected from 20 co- educational schools within Lagos Island and Eti-Osa educational Zones of Lagos State, Nigeria. Multi stage stratified random sampling was used to avoid interclass mixed. 50% proportionate on each zone and stratified simple random sampling technique was adopted to give non mixed schools within the zones equal chance of being taken. The first sets of subjects were learning in relation to game and performance, while the other set (control group) was treated with Mathematics Achievement Test (MAT) (conventional method). Lessons of 40 minutes on substitution were conducted for the two groups for two weeks, twice per week, which was conducted in each school for 4 weeks in the whole of the two zones. After the lessons the groups were treated with MAT and IOBG, control and experimental groups respectively. A quasi-experimental control group design with repeated measures analysis of covariance was adopted. Two separate summary results of ANCOVA showed that F (1,199) = 12.88 @ p = 0.013 and F(1,193) = 13.00 @ p = 0.00 implied that the use of OBG (game) in teaching and learning had significant effect on the performance of learners in mathematics. Calculated mean scores and 2-way ANCOVA result showed that gender has no significant influence on the performance of learners in either with the used of OBG or MAT.

American Journal of Educational Research. 2014, 2(8), 674-682. DOI: 10.12691/education-2-8-17
Pub. Date: August 14, 2014

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Attitude of University Students towards E-learning in West Bengal

by Dhiman Kar, Birbal Saha and Bhim Chandra Mondal

Original Research

E-learning is now emerging as the advance paradigm for higher education. The present study was conducted for measuring the attitude of university students towards e-learning in West Bengal by taking 308 University level students from four Universities namely Sidho-Kanho-Birsha University, Jadavpur University, Visva-Bharati and Gourbanga University. The survey method has been adopted for the present study and stratified random sampling technique has been used in selecting the samples. A well-designed questionnaire, developed by the Investigators has used to collect primary data. The result revealed that students’ have high attitude towards e-learning and their attitude scores did not differ significantly with their personal variables such as, gender, stream of study and residence.

American Journal of Educational Research. 2014, 2(8), 669-673. DOI: 10.12691/education-2-8-16
Pub. Date: August 13, 2014

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Connecting Global Learners Using eLearning and the Community of Inquiry Model

by Kimberley Garth-James and Brina Hollis

Original Research

As the world grows more interdependent, global citizens, universities, and corporations must develop a new set of tools to work together with international neighbors, friends, and leaders. Many higher education institutions have expanded their campuses across countries, and now require newways to effectively use technological developments for mobile, electronic, and social media learning to support the global community of learners/inquiries. Issues related to connecting students and faculty to learning materials include energy-efficient equipment and shrinking information technology (IT) budgets, making it difficult to produce new high-density servers as well as quality computer-based education. The Community of Inquiry (CoI) model based on the social constructivist theory of John Dewey (1938), and evaluated by Randy Garrison, Terry Anderson, and Walter Archer (2000), indicates that virtual learning communities are dynamic. Essential to the CoI are cognitive, teaching and social presence. Therefore, our research suggests that eLearning proprietary colleges/universities through course design, instruction, and technology create a virtual global learning community experience that is not any hindrance to students’ social, cognitive, and teaching interaction. The research findings reveal the interesting nature of adopting and adapting to the CoI as defined by technology-based course design and faculty engagement, to the online proprietary learning environment worldwide, and our insights may radically change educators’ mostly negative views of distance education. The findings provide a glimpse into proprietary virtual global learning, and reveal how it affects the process of student engagement, reflection, and exploration of concepts for application to the real world.

American Journal of Educational Research. 2014, 2(8), 663-668. DOI: 10.12691/education-2-8-15
Pub. Date: August 13, 2014

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Isolation and Characterization of A. hydrophila from the Al-Jadryia River in Baghdad (Iraq)

by Hawraa Natiq. Kabroot Al-Fatlawy and Hazim.Aziz. AL-Hadrawy

Original Research

In this paper, we described detection of Aeromonas.hydrophila in water of AL-Jadryia river (Baghdad city, Iraq), during the period from July,2012 to April, 2013. The samples collected from water of Jaderia river and transfer to Bacteriology laboratory for diagnosis. A.hydrophila isolates which were diagnosed by three methods (Culture method, biochemical tests, Api20E system), in Culture method was isolated (71) isolate on blood agar and TCBS media and (44) isolates by biochemical tests while Api20E kit was the important method for diagnosis, which has led to isolate and diagnosis of (36) isolate of A.hydrophila. Also which used the PCR method of gene Tetracycline gene (tetA-E) was the best methods for diagnosis, which has led to isolate and diagnosis as (27) isolates of A.hydrophila have tetA-E sequence gene of all samples. The virulence factors of bacteria were detected and showed that all isolates produced of heamolysin, protease, lipase enzymes and also detection of tetracycline resistant gene of these samples.

American Journal of Educational Research. 2014, 2(8), 658-662. DOI: 10.12691/education-2-8-14
Pub. Date: August 13, 2014

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Efforts for Internationalizing Rajamangala University of Technology Lanna (Rmutl) in Thailand in the Asean Era: a Qualitative Case Study

by Mahmoud Moussa and Kanwara Somjai

Original Research

The internationalization processes of numerous schools in the Association of Southeast Asian Nations region have grown exponentially over the past few years. This study is designed to explore fundamental approaches and enhance efforts needed to internationalize a large public university in Northern Thailand, Rajamangala University of Technology Lanna. Additionally, a qualitative approach and purposive sampling were applied in this study to gain rich perspectives from the in-depth qualitative interviews with 20 executives, 17 of whom are in top management at Rajamangala University of Technology Lanna. One participant is the former director of the Southeast Asian Ministers of Education Organization, and two participants are executives in Thai higher education institutions. Hence, we engaged in a qualitative case study in Rajamangala University of Technology Lanna to illustrate and extend current theory and research concerning internationalization of universities, both in the Association of Southeast Asian Nations region and elsewhere. Furthermore, we present a proposed model with 10 essential elements to internationalize educational institutions in the Association of Southeast Asian Nations community era. Lastly, we provide recommendations for further studies and for administrators in Thai and Association of Southeast Asian Nation universities along with suggested activities and their purposes for administrators.

American Journal of Educational Research. 2014, 2(8), 635-657. DOI: 10.12691/education-2-8-13
Pub. Date: August 11, 2014

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Initial Teacher Training: Contribution to an Appropriate Use of the Experimental Work

by Alcina Figueiroa and J. António Moreira

Original Research

The renewal of conventional science teaching practices, particularly regarding the use of Experimental Work, has been a concern of official documents and experts, due to the lack of fitness and motivation on the part of teachers who use it. Since no one teaches in a scientifically accepted way what is unknown, it is essential to provide future teachers with didactic and scientific updates, in order to apply correct pedagogical-didactic practices, of experimental nature. This study included 12 future teachers of the 1^st cycle of basic education (primary education) and aimed to investigate whether these students were correctly planning experimental activities which should assist in an internship context. The planning of these activities was based on the planning chart used in the Training Program of Experimental Science Education, promoted by the Portuguese Ministry of Education. The results showed that these future teachers acquired in the initial training classes the necessary skills to correctly design and plan experimental activities that would develop in the internship. It seems necessary to include "spaces" in the initial teacher training preparation in order to achieve adequacy in activities of an experimental nature.

American Journal of Educational Research. 2014, 2(8), 629-634. DOI: 10.12691/education-2-8-12
Pub. Date: August 11, 2014

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International Education and Higher Education’s Revised Role in a Global Society

by Robert C. Schneider

Original Research

The end goal of international education’s revised role in higher education is to provide a greater good to the global society. During the past several years, globalization has emerged as a trend that supports a move on the part of higher education to provide students with an education that extends beyond their native country (Brodin, 2010). Formidable global challenges contribute to necessary changes to the components of higher education so as to enhance overall societal good. Multi-cultural experiences that enhance career opportunities and components making up higher education’s revised role in international education include: international programs and curriculums, study abroad experiences, international tourism and sport, and international education’s potential economic impact on the university, local community, and world. Factors driving higher education’s revised role in international education include: technological progress in communication, international business and social needs, competitive job markets, and the global economy. In particular evidence continues to build in support of the notion that students who are immersed in foreign cultures will return home wiser and a more well rounded global citizen (Gumbel, 2011). International education in the form of experiences embedded into higher education curriculums is rapidly becoming the norm.

American Journal of Educational Research. 2014, 2(8), 624-628. DOI: 10.12691/education-2-8-11
Pub. Date: August 11, 2014

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An Investigation of a Pre-service Secondary Mathematics Teacher’s Conceptual Understanding of Statistical Content and Analysis

by Vivian R. Moody and Liesel Gardner

Original Research

As part of the requirements for teaching certification, secondary mathematics pre-service teachers enrolled in a teacher preparation program at an American university in the southeastern United States participate in a capstone mathematics course that focuses on conducting research on some topic of interest. This paper is an investigation of one pre-service teacher’s challenge to complete this requirement by designing and implementing a research project that required statistical examination and analysis. Findings show that although the pre-service teacher was mathematically able and possessed a depth and breadth of knowledge in mathematics, she struggled with using appropriate statistical methods to carry out the research project. These findings suggest that mathematics teacher education programs need to be intentional about creating opportunities for pre-service teachers to engage in statistical inquiry.

American Journal of Educational Research. 2014, 2(8), 617-623. DOI: 10.12691/education-2-8-10
Pub. Date: August 06, 2014

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The Change of Time and Space in E-Learning

by Anne Mette Nortvig

Original Research

Teaching in e-learning settings often involves the dichotomies of time (synchronous/asynchronous) and space (same place/different places), but when e-learning involves a hybrid mix of students on campus and e-learning students on-line – and the teaching is recorded in order to be watched by other students later on – this traditional dichotomy cannot capture the complex and multiplied learning settings. This paper attempts to focus on the change of space and time in e-learning settings the way e-learning students and teachers in a professional bachelor programin physiotherapy describe it, and the purpose is to present a framework for categorizing time and space in e-learning settings. Thus, the paper introduces the concept of multi- and mono-locality in order to be able to describe a teaching and learning settings where presence is sometimes felt in more than one place at a time.

American Journal of Educational Research. 2014, 2(8), 612-616. DOI: 10.12691/education-2-8-9
Pub. Date: August 05, 2014

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Greek Teachers’ Views about Their Organizational Commitment to Primary School

by Iordanidis G., Tsakiridou H. and Sagiadinou G.

Original Research

The characteristics of commitment to school, students, teaching, career and profession along with a body of knowledge, skills, abilities and behaviors are those which compose the organizational commitment of teachers. The purpose of the present study is to investigate teachers’ views about their organizational commitment to primary school. More specifically, the study aims to record teachers’ views regarding seven teamwork characteristics: communication, leadership, guidance, feedback, supportive behavior, collaboration and trust. The sample was consisted of 245 primary education teachers. The results show that teachers recognize the importance of all the seven factors regarding teamwork characteristics. Moreover, teachers’ views are significantly influenced by their age and their teaching experience.

American Journal of Educational Research. 2014, 2(8), 603-611. DOI: 10.12691/education-2-8-8
Pub. Date: August 04, 2014

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A Comparative Analysis of the Behaviors and Performance of Day Scholar and Boarder Students at Secondary School Level

by Noor Bahadar, Wajid Mahnaz, Sobia Jadoon and Sofia Jadoon

Original Research

The history of boarding system is traced back to 20th century when Anglican and Roman Catholic Missionaries aimed for public school of English system to Africans. Uganda has started it in 1900s meant for the education of elite class. The boarding system helped the students in utilization of teachers and was economical as it reduced the need of extra coaching or tuitions. Boarding system has many short comings like food problems etc. Sometimes over crowdedness is also seen as a problem in boarding system due to the less availability of space. Although boarders have many problems, they enjoy their studies, living, and sports properly. The home environment is not suitable for study for day scholar students. They walk long distances to reach the school, sometimes in harsh weather conditions. Similarly bad company is a common problem both for boarders and day scholars. Studies in Kenya revealed that home environment badly affect students' performance of day scholars. The current study identified some factors that influence the behavior of the day scholars and boarders; their study and achievements. Three hundred and twenty nine students were selected randomly for the study from boarding and the day scholar system. Structured questionnaires were used for the collection of data which was further processed by using statistical tools (SPSS). It was found that the boarding system is better at many aspects while the day scholar system has its own benefits.

American Journal of Educational Research. 2014, 2(8), 600-602. DOI: 10.12691/education-2-8-7
Pub. Date: August 04, 2014

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Science Education and Sustainable Development in Nigeria

by Omole Catherine Ohunene and Ozoji Bernadette Ebele

Original Research

The content and years of basic education differs around the world. Unfortunately, low quality of education is often received in poor regions or in countries where resources are not properly managed. Quality education however leads to acquisition of relevant skills and knowledge required for sustainable development and could be achieved through formal and informal education. The key factor is for the knowledge to be relevant to the society and be able to solve the unemployment challenges for the economic empowerment of an ever-growing population. To achieve this in Nigeria, the relevant focal points for sustainable development must be identified and addressed. What are the key issues that have to be addressed in order to steer the country towards sustainable development? The non- formal aspect of education has to be looked into. Science and entrepreneurship education be strengthened, and admission policies unto relevant courses that address the societal needs be reviewed.

American Journal of Educational Research. 2014, 2(8), 595-599. DOI: 10.12691/education-2-8-6
Pub. Date: August 03, 2014

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Co-existence of History of Mathematics and Education of Mathematics

by Saied seyed agha Banihashemi

Original Research

Both history of mathematics and education of mathematics are old subjects. This question arises whether these two important subjects can help each other or not. Unfortunately this idea divided mathematics society into two groups one have the idea that History of Mathematics can help education of mathematics and the other group have idea that not only history of mathematics can not help education of mathematics but also it make some confusion. In this article I am going to make some comparison and take some conclusion that history of mathematics can make education of mathematics so active and interesting.

American Journal of Educational Research. 2014, 2(8), 592-594. DOI: 10.12691/education-2-8-5
Pub. Date: August 03, 2015

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Becoming Teachers, Becoming Researchers: a Case Study

by Charly Ryan

Original Research

This paper presents a case study of a group in initial primary teacher education students becoming researchers of their peers’ course experiences of school – university links. The connection between university teacher preparation programmes and work in school is a well-researched area with suggestions that there is a marked disconnect between the two. The project took an emergent approach to learning researching through carrying out a research project. Unlike many studies, both students and tutors were able to identify a range of links between their work in school and work in the university. Outcomes are presented for the becoming teachers as becoming researchers and as becoming teachers, as well as for the programme as a whole.

American Journal of Educational Research. 2014, 2(8), 585-591. DOI: 10.12691/education-2-8-4
Pub. Date: July 31, 2014

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Learning Strategy Equalizing Students’ Achievement, Metacognitive, and Critical Thinking Skills

by Siti Ramdiah and A. Duran Corebima

Original Research

Biological development difference related to gender causes significance differences including academic achievement, metacognitive, and critical thinking skills. Therefore, the learning process should be designed based on the students’ learning style to equalize the students’ achievement and other skills between the two genders. The purpose of this study is to find out the appropriate learning strategy that can enhance and equalize the male and female students’ achievement, metacognitive, and critical thinking skills. The study had been carried out in Quasi-Experiment of Pretest - Posttest Nonequivalent Control Group design. Population of the study was second grade of Banjarmasin senior high school students Indonesia majoring in science. The results of the study showed that the students’ learning achievement, metacognitive, and critical thinking skills are similar or almost similar between the two genders, when the PQ4R strategy combined with the concept mapping strategy was applied.

American Journal of Educational Research. 2014, 2(8), 577-584. DOI: 10.12691/education-2-8-3
Pub. Date: July 28, 2014

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Cooperative Learning by Teacher Trainers as a Tool for Improving Teacher Training in Heterogeneous Elementary School Track Classes

by Smadar Galili

Original Research

This article presents research conducted in the Elementary School Department at the David Yellin Academic College of Education. The purpose of the present study is to use the action research approach to examine and illuminate the processes of professional development that occurred among a group of teacher trainers (teaching practice supervisor) over a series of cooperative learning sessions. The purpose of the learning sessions was to reinforce and expand the trainers’ training and teaching styles by introducing clear standards and ensuring the careful and spiral learning of tools, skills, and practical strategies suited for teaching work in the heterogeneous class. The goal of this process was to enhance the students’ ability to cope with the task of teaching in a heterogeneous class during their first few years in the field, and indeed throughout the course of their career. The findings of the research are presented according to the three periods during which the teacher trainers' learning sessions were conducted with the three participating groups: veteran teacher trainers, new teacher trainers and students. The findings reflect the influence of the cooperative learning processes on the training style of the teacher trainers, on the content taught by new and veteran teacher trainers and on the students' teaching practice.

American Journal of Educational Research. 2014, 2(8), 568-576. DOI: 10.12691/education-2-8-2
Pub. Date: July 25, 2014

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Some Lessons from a 3-Year Experiment of Problem-Based Learning in Physics in a French School of Engineering

by Philippe Ageorges, Adriana Bacila, Géraldine Poutot and Bernard Blandin

Original Research

In this experiment, a Problem-based learning methodology (PBL) is used to teach physics to engineering students. The efficiency of PBL is measured and compared to traditional teaching methods. Our experiment shows no major differences in terms of knowledge acquisition, conceptualization and physical reasoning. On the other hand, PBL shows an influence on cross-knowledge acquisition. Implementing PBL with large groups of students has faced many challenges. PBL is a highly destabilizing and demanding method for students. To make them accept the method and the effort, PBL method has been adapted with closer guidance from tutors. A preparatory program has also been set up. The experiment also shows that the lecturers’ acceptance and understanding are key success factors. It is a long process for experienced lecturers to move from a teacher-centered teaching method to a student-centered pedagogy. Lecturers need strong support and guidance from PBL experts but also from the faculty itself. More complex timetables have been designed to manage large groups of students with limited staff. The constraint is to maintain the same number of teaching hours as for traditional teaching. If difficulties have appeared throughout this experiment, benefits have been noticed over time. Students develop problem solving methodologies as well as communication and organizational skills. These benefits have been noticed by companies and students’ acceptance has improved over time.

American Journal of Educational Research. 2014, 2(8), 564-567. DOI: 10.12691/education-2-8-1
Pub. Date: July 22, 2014

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