American Journal of Educational Research

Learners are more and more exposed to various forms of interaction outside of traditional brick and mortar classrooms. It is important to understand the different ways and contexts learners can interact with one another. An important distinction in the literature is the differences between formal, non-formal, and informal learning. Furthermore, in the online space, different types of modalities affect the way in which learners can best take advantage of interaction opportunities in online educational settings, and what types of extracurricular modalities will benefit them the most. This paper will discuss these distinctions among formal, non-formal and informal education as they relate to learner to learner interaction online, and promulgate a seven point framework for best environments for varied learning situations online.

American Journal of Educational Research. 2015, 3(10), 1330-1336. DOI: 10.12691/education-3-10-20
Pub. Date: October 27, 2015

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Women – an Under-Represented Population in American and International Doctoral Studies

by Barbara Deveaux Holmes, Robin Dalton, Dionne Ellis, Amanda Sargent-Lewis, Laura Scott and Sharon Waters

Original Research

The retention of women in doctoral programs continues to be a challenge for higher education today. The PhD is considered the most prestigious and most international of all degrees. This paper reviews the key findings and messages from a range of publications to corroborate the key research evidence relating to the reason why women are not enrolling into doctoral programs. It then explores possible explanations and justifications for the attainment gap between women and men in doctoral programs. The paper addresses some of the reasons why women are more likely than men to dropout of doctoral programs. There is a huge disparity between men and women, who pursue PhD degrees in the fields of science, technology, engineering and mathematics (STEM). This paper will address some reasons why women of color are undereducated and underutilized in the area of STEM, and will focus on aspects of social media, status are able to communicate with peers and faculty. Social media can help students build and cultivate relationships that will have an impact on attrition rates on doctoral programs. The cohort model and peer mentoring programs have been instrumental as well in the growth of doctoral programs for the under-represented population of women.

American Journal of Educational Research. 2015, 3(10), 1324-1329. DOI: 10.12691/education-3-10-19
Pub. Date: October 22, 2015

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Pre-Service Teachers’ Ease of Use and Intention to Use Selected E-learning Technologies in Designing Instruction

by Adedoja Gloria and Abimbade Oluwadara

Case Report

The process of teacher preparation and training is core to producing good and quality teachers in the classroom. This process is complex and demanding because teachers are agents of change that help shape the skills of future generation. The world is changing so also is the education system and studies have established the importance of using new and digital technologies in the teacher training process. However, the training of teachers, especially pre-service teachers in Nigeria to utilize these tools remain scarce. This study, therefore, examined the ease of use and intention to use new and digital technologies such as Interactive Whiteboard, Camstasia, Mindmapping tools and Microsoft suites in an Instructional Technology course in the Faculty of Education, University of Ibadan, Oyo State, Nigeria. The study adopted an expo facto research design and purposive sampling technique was used to select 273 teacher trainees in five departments (Adult Education, Teacher Education, Guidance and Counseling, Special and Kinetics and Health Education). Three research questions were raised and answered in the study. The findings revealed that ease of use is 83%, which means that the teacher trainees find these technologies easy to use for the teaching and learning process. The result also indicated that the intention to use is 81.7%, which means that the teacher trainees intend to use these technologies in their future classroom. The teacher trainees are motivated to use these technologies, they feel it can enrich their teaching if adequate and proper training is given to them. They find these technologies exciting and flexible to design instructional activities.

American Journal of Educational Research. 2015, 3(10), 1320-1323. DOI: 10.12691/education-3-10-18
Pub. Date: October 18, 2015

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Improving English Writing Skill: A Case of Problem Based Learning

by Ghulam Dastgeer and Dr. Muhammad Tanveer Afzal

Original Research

English has been recognized as important language in Pakistan like many other counties of the world and used for academic, research, communication, business and official purposes. It has been taught as compulsory subject up to graduation level. The students at all levels and especially secondary level try to have competency in English language skills particularly writing skill; being more important as used for evaluation of their academic achievements. But they feel difficulty to acquire competency because of many reasons; the conventional teaching method being used as one of the causes. New pedagogical methods like Problem Based Learning need to be experimented in Pakistani situations as it has been proved a successful pedagogy in many contexts around the world [8]. PBL as pedagogy is a teaching-learning method where students work in learner-centered classroom environment in small groups of 4-5 confronting the authentic problems given by the teacher and find their solutions by discussing among themselves generally in three class meetings. They work more at home by studying and searching for the solutions. The present study was an attempt to experiment PBL learning of English writing skill through English essay writing on secondary level students at IMCBIP (Islamabad Model College for Boys, Sector G-7/4 Islamabad, Pakistan) and to see effectiveness of PBL in comparison of that of conventional lecture method. The study was conducted by using pretest-posttest control group experimental design with the subjects (20+20 experimental & control groups) and data were analyzed by employing t-test and descriptive statistics. The findings showed that PBL was more effective pedagogy than conventional lecture method for improving English writing skill of secondary level students.

American Journal of Educational Research. 2015, 3(10), 1315-1319. DOI: 10.12691/education-3-10-17
Pub. Date: October 16, 2015

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The Influence of Teachers’ Mathematics Pedagogy Content Knowledge Training on Pupils’ Mathematics Achievement

by Charita A. Luna and Emelia G. Aclan

Original Research

The study aimed to determine the subject matter knowledge (SMK) of Grade-V Mathematics teachers and the influence of teachers’ Mathematics Pedagogy Content Knowledge (MPCK) training on their pupils’ achievement. It used a quantitative and qualitative method of research to address the low performance of pupils in national and local assessments. The study was done in Camiguin among 40 teachers and 825 pupils who were randomly chosen. A teacher made test to assess the teachers’ SMK and pupils’ achievement with reliability of .95 and open-ended test to assess teachers’ MPCK with reliability coefficient of .80. This test was given as pretest before teachers’ training and posttest after training. Interview was done for triangulation. After analysis of the data the result revealed that the experimental group of teachers has significantly higher MPCK than those without training and pupils’ achievement score is significantly higher than pupils under the teacher without training. The researchers recommend that teachers MPCK training be done to improve pupils achievement and teacher-training institutions should include MPCK in the curriculum.

American Journal of Educational Research. 2015, 3(10), 1311-1314. DOI: 10.12691/education-3-10-16
Pub. Date: October 16, 2015

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The Use of Associative Images (models) for the Development of Comprehension in Sciences Education

by Aiva Gaidule and Uldis Heidingers

Original Research

Many definitions, explanations of physical, biological, chemical and mathematical processes, as well as formulae with exact designations and units are comprised in the information resources of science which are requisite for students of grammar schools. The multiplicity of the information to be acquired is plumping. Many students learn the new information in a certain mechanical way without comprehending the actual meaning of it. Therefore it is necessary to look for a solution of the problem by choosing such methodical aids which would stimulate the students to understand the information, as well as to link it with the previously acquired knowledge and experience. The student will be able to use only fully understood information for successful learning of the following themes. A simple possible solution for the mentioned problem is originated by a group of teachers from Riga English Grammar School (Latvia) in 2011. It is an alternative approach to the teaching process of science and mathematics. An equalization of complex science systems with processes or phenomena one can observe in everyday life lies in the foundation of this approach. It becomes possible to connect elementary knowledge about the order of the world with the more complicated science information to be acquired just using associations with daily processes. An association created in the framework of the above mentioned approach is called a perception model or just a model. The model can be formed as a drawing, animation, scheme, etc. The models are usually made by the students, the teacher acting as the organizer and guide of the exercise. The mentioned teaching/learning method has been used for teaching chemistry, physics, biology and mathematics in the Riga English Grammar School during already 3 school years. Several methodical approaches have been tested and improved, and very preliminary assessments of their efficiency have been made during this time. Methodical recommendations for teachers, the assessment criteria for the students’ models as well as work sheets for students were originated as the result of these activities. Our experience has confirmed that the origination of the associative images (models) stimulate students for better understanding the essence of ideas, processes and phenomena of science and mathematics. The exploitation of associative images in the teaching/learning process of science and mathematics is discussed in the present communication with an objective to acquaint interested people with the method and to stimulate the dissemination of it in grammar schools. The very first positive results are shown in it about the application of the discussed method in the mastering of science concepts. The communication is trying to answer the question about an easy possibility to stimulate the penetration of students in the essence of a subject to be acquired by the assistance of associative images (models) and the translation of the text of models into a foreign language. The communication can be deemed as a methodological recommendation to teachers. The introduction of the discussed simple method into the everyday practice of grammar schools might allow to achieve the mastering of students’ thorough knowledges and skills in a shorter time.

American Journal of Educational Research. 2015, 3(10), 1305-1310. DOI: 10.12691/education-3-10-15
Pub. Date: October 15, 2015

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Cooperative Learning Model on Developmental of Biology

by M. Haviz

Original Research

The purpose of this study was to determine the implementation of cooperative learning model on developmental of biology. This aim can be devide (1) to explain the management of the process of cooperative learning (2) to explain the cooperative skills of students in the learning process (3) to explain the feedback information (response) student on the implementation of cooperative learning processes (4) to explain the achievement of student learning in cooperative learning. The study begins by designing and reconstruct the course materials as (a) syllabus cooperative learning; (b) unit of cooperative learning events; (c) guidelines for student work; (d) cooperative learning evaluation sheet (e) work guidelines gazette concept maps and (f) interactive cd-oriented cooperative learning. The next phase of research is to test the validity of devices and instruments that have been made. Validity test conducted by the experts and practitioners. The results of the expert assessment shows that the average value of the validity range 2.75 – 3.58 or can be used with revision. Repairs done by removing, repairing and adding critical parts in accordance with the advice of the validator. Data obtained from the validity and practicalities will be analyzed with descriptive statistics. The results showed that all four aspects of the application performing well. Observations on the learning process of the students have been able to demonstrate their stints each with responsibility. Students are also able to motivate his fellow group members to contribute to group discussions. At the end of the lesson the students have also been able to use the agreement. These results constitute the implementation of students' skills at an early, middle and advanced stage in the cooperative learning model. The response of students to cooperative learning is very good. Students much choose to agree and strongly agree with the implementation of cooperative learning model. The implementation of cooperative learning model can improved student achievement. The process of learning, skills, responsiveness and student learning outcomes in accordance with the principles of cooperative learning. In conclusion, the implementation of cooperative learning model can improved the learning process, conitives, skills and good respons of students in developmental of biology.

American Journal of Educational Research. 2015, 3(10), 1298-1304. DOI: 10.12691/education-3-10-14
Pub. Date: October 15, 2015

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Teaching Science to Non-Science Students with Science Classics

by KIANG Kai Ming, NG Andy Ka-Leung and CHEUNG Derek Hang-Cheong

Original Research

In Dialogue with Nature is a compulsory course on reading science-related classic texts for all students in the Chinese University of Hong Kong. The course aims to provide an opportunity for students to be familiar with the nature of science and develop their critical thinking skills. As the students are from diversified academic background, this situation has provided both positive and negative effects on the pedagogical strategies in this general education foundation course. For instance, while the course has provided a cross-disciplinary environment to stimulate the students to think beyond their own academic specialty, it has been speculated that students without prior scientific knowledge in high school could be disadvantaged in their academic performance. The intention of this paper is to report the current situation of this course and investigate the effectiveness of providing supplementary materials specifically to the non-science students. The preliminary analysis shows positive indicators on the effect.

American Journal of Educational Research. 2015, 3(10), 1291-1297. DOI: 10.12691/education-3-10-13
Pub. Date: October 15, 2015

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Enhancement of Self-efficacy and Interest in Learning English of Undergraduate Students with Low English Proficiency through a Collaborative Learning Programme

by Queenie Pui Sze Law, Joanne Wai Yee Chung, Chi Cheung Leung and Thomas Kwok Shing Wong

Original Research

Self-efficacy and interest are two of the essential motivational factors that influence learning. An exploratory study aimed to discover the development of self-efficacy and interest of learning English through participation in a collaborative learning programme had been organised. Five undergraduate students with low proficiency in English participated in this exploratory study. Pre- and post-questionnaire on self-efficacy were collected. After completing 12 English tutoring classes of teaching experience, the five undergraduate students were invited to attend a focus group interview. The verbatim scripts were transcribed and analysed by using content analysis. Three themes have been identified: 1. there were an increase in the sources of self-efficacy to the subjects in learning English, 2. an increase in self-efficacy in the subjects’ English learning, and 3. a greater interest in learning English. Pre- and post- mean scores on the language self-efficacy scale were collected and showed that the mean score was increased by 1.2, 95% CI = 0.027 to 2.13. The subjects’ language self-efficacy scores had increased significantly (t = 3.57, df = 4, p = 0.02). Collaborative learning programme might be an effective approach in enhancing students’ interest in learning English and through the process students could become more self-efficacious in learning English.

American Journal of Educational Research. 2015, 3(10), 1284-1290. DOI: 10.12691/education-3-10-12
Pub. Date: October 13, 2015

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Contributions of Community Education in the Eradication of Poverty among Communities in Rivers State, Nigeria

by Olori Christian N., Dimkpa Ezimma E. and Olori Gloria I.

Case Study

This is a descriptive survey research study that sets to examine the extent community education has contributed to the eradication of poverty among communities in Rivers State of Nigeria. Two research questions and one null hypothesis were developed to guide the study. The population of the study was 1,672 respondents made up of 270 married men, 517 married women and 885 youths in there selected local government areas of the state. A sample of 428 respondents was drawn from the population using a purposive sampling technique. A-15 item structured questionnaire weighted on a 4-point rating scale was the data collecting instrument, face validated by three validates from the University of Nigeria, Nsukka. Descriptive statistics of means and inferential statistics of analysis of variance (ANOVA) were used for data analysis. Findings of the study revealed that the extent community education has contributed to the eradication of poverty among communities in Rivers State was low. Inhibiting factors associated with the low level of community education were ignorance, corruption of most of the community leaders, lack of political will and low level of education. There was no significant difference in the mean responses of respondents on the extent community education has contributed to the eradication of poverty among communities in Rivers State. It was therefore recommended among others that sensitisation on empowerment of community members and establishment of more adult education programmes in the state be made.

American Journal of Educational Research. 2015, 3(10), 1279-1283. DOI: 10.12691/education-3-10-11
Pub. Date: October 13, 2015

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The Effects of Speech Sound Disorders on Literacy Outcomes of School-age Children

by Erin White-Canales and Adrienne McElroy-Bratcher

Original Research

The importance of identifying the relationship and independent variables of speech sound disorders and their effect on literacy, could have clinical benefits and improving speech and language intervention. In recent studies, researchers have found that deficits in phonological processes could be an indicator for predicting reading outcomes for children with speech sound disorders. It has been theorized that children who exhibit articulatory errors are the result of the inadequacy of the speech perceptual acoustic characteristics of speech phoneme errors. Objective: The purpose of this study is to examine the impact, if any, speech sound disorders have on school-age children and literacy and to determine if a relationship exists between children identified with a speech sound disorder and literacy achievement. Methods: A causal- comparative model was employed to investigate what possible effects speech sound disorders of school-age children have on reading achievement, and how it compares to children who are speech and language impaired and the norm group of students. Subjects for the study were collected using a stratified random sampling process from a local school district. Students were randomly chosen from each grade level (Kindergarten through 3rd grade) and then randomly selected again from each subgroup studied: 1) students identified as speech and language impairment, articulation (SLI-A), 2) students identified as speech and language impairment, language and articulation (SLI-L&A or DD), and 3) students who do not have an individual education plan (I.E.P.). Results: In summary, statistics showed that when comparing the norm group to the SLI-A group, results indicated that there were some significant differences found when comparing the categorical groups at each grade level though effect sizes were small; however, in comparisons using the overall scores there were not any significant differences noted. In comparisons made between the norm group and SLI L&A comorbid group, results indicated that there are significant differences found in all statistical analysis completed. In comparing the SLI-A group and the SLI L& A comorbid groups within each grade level, significant differences were found within all grade levels, including the overall score comparison.

American Journal of Educational Research. 2015, 3(10), 1270-1278. DOI: 10.12691/education-3-10-10
Pub. Date: October 09, 2015

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Surveying the Effect of Emotional Intelligence and Meta-cognition on Psychological Capital of High School Teachers in Boushehr Province

by Seyyed Mohsen Mohammadi, Ali Taghipour Zahir, Nader Gholi Ghourchian and Parivash Jafari

Original Research

The aim of this paper is to survey the effect of emotional intelligence (EI) and meta-cognition on psychological capital (PC) of high school teachers in Boushehr province. This is a descriptive-surveying research in which 2809 teachers of Bousher province were considered as the study population among which 341 persons were randomly selected as sample based on stratified sampling. Data were gathered via some standard questionnaires including psychological capital (Luthans), Spirituality (Miliman), Emotional Intelligence (Broadway), and Meta-Cognition (Wells). Face and Content-related validity were applied to measure the validity of the questionnaires while applying Cronbach's Alpha showed acceptable reliabilities. Some descriptive and inferential indices such as frequency, mean, SD, Pearson's Correlation Coefficient, stepwise regression, ANOVA, and SEM were also applied to analyze the gathered data. Findings showed that emotional intelligence, spirituality, and meta-cognition had a positive effect on psychological capital.

American Journal of Educational Research. 2015, 3(10), 1267-1269. DOI: 10.12691/education-3-10-9
Pub. Date: October 09, 2015

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Role of Cooperatives in Improving Livelihood of Farmers on Sustainable Basis

by Virendra Kumar, K. G. Wankhede and H. C. Gena

Original Research

Cooperatives are present in all the countries and in almost all the sectors, including agriculture, food, finance, health care, marketing, insurance & credit. A cooperative is an autonomous association of persons united voluntarily to meet their common economic, social and cultural needs and aspirations through a jointly owned and democratically controlled enterprise. Agriculture continues to be the engine of economic growth in most developing countries. Strong cooperatives are able to overcome many of the difficulties faced by the farmers; wherein in a country like India 85% are small and marginal farmers. Cooperatives work on the set seven principles, among these principles the seventh principle - Concern for the community derives cooperatives to work for the sustainable development of the community. There are a number of successful cooperatives in India itself like IFFCO (Indian Farmers Fertiliser Cooperative Ltd.) and KRIBHCO (Krishak Bharti Fertiliser Cooperative Ltd.) in the fertiliser sector, the Institution like AMUL in Dairy Sector and Self Help Groups (SHGs) formed by various Institutions have immensely benefitted farmer members in increasing crop productivity and overall income by generating support in various programmes related with agriculture. Suitable Farming Systems to generate year round employment and sustainable income through crops, vegetables, fruits and livestock have been achieved by the members of the cooperatives. Initiative has been taken to go in for Agro Forestry combining plantation of fruit trees, fuel trees, and forest trees to improve the overall climate on wastelands by cooperatives like IFFDC (Indian Farm Forestry Development Cooperative Ltd.). This has helped ecological resilience and rural livelihood enhancement among the community. The farmer members have been immensely benefitted in increasing efficiency of various agri inputs and overall crop productivity and finally making better profit through the efforts of cooperatives.

American Journal of Educational Research. 2015, 3(10), 1258-1266. DOI: 10.12691/education-3-10-8
Pub. Date: October 09, 2015

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The Influence of the Innovativeness and Changes in Education on the Science Development in the European Union

by Wiesław Breński

Original Research

The EU’s regional policy task is to liquidate differences in economic development on the territory of the Community. Thus, the EU’s institutions help the less developed regions and sectors via structural funds. The European Union supports both basic research and transfer of technology as well as various forms of cooperation between public enterprises and private companies within PPP [[13], p. 126]. For instance, the budget for the years 2007-2013 there was aid provided via the European Fund for Regional Development and the European Social Fund. The European Fund for Regional Development supports the projects and investments aiming at decrease of disproportions between regions. The European Social Fund finance projects connected with the labor market and employees developments [[14], p. 123]. Innovation and changes in education strongly influenced the development of the education in the European Union. The education system has obviously noticed the needs of the labor market, especially within employment of professionally skilled employees. Education has been evaluated via building an individual career of each person, since some people plan their career even before starting their education and choose a high school and university according to their professional aspirations. The career in an individual dimension is the result of self-management, an employee chooses the direction of shaping own potential within planning the ways of using individual work resources. A person who plans a career considers own interests, strong and weak sides, chances and threats coming from the environment and estimates benefits possible to reach in future, costs of actions leading to realization of the career and the loss connected with potential failure of the assumed objectives. The notion of “a borderless career” has been used recently in relation to the career in an individual dimension. It means a professional development of an employee with no limits to one enterprise with the assumption to develop skills on the career path led by numerous organizations [[20], p. 159] and supposedly was the European Commissions’ idea while implementing numerous innovative changes in the education system. This article aims at the presentation of the most important determinants of the changes development occurring in education and innovativeness of those changes. The European Commission initiates numerous actions in the area of the innovative policy with the aim of so called the European paradox, namely a high level of scientific research and results of those research are not equal with innovative products introduced into the market. The Innovation Action Plan claims that effective systems in the economy based on knowledge are those which bind creating knowledge with the mechanisms of dissemination it as much as possible as well as capability of persons, companies and organizations to absorb that knowledge and its use. A critical factor of innovation growth is, therefore, linking research (creating knowledge), trainings, staff mobilities, mutual contacts (dissemination of knowledge) with the ability of companies, especially small and medium business, to absorbing new technologies and know-how [[3], p. 37].

American Journal of Educational Research. 2015, 3(10), 1253-1257. DOI: 10.12691/education-3-10-7
Pub. Date: October 08, 2015

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In Science and Maths Education, the Portfolio Implementations of Prospective Preschool Teachers

by Belgin PARLAKYILDIZ

Original Research

Although the use of portfolio in the curriculum of teacher training and evaluation process is a common method, in recent years, it is a new trend in Turkey. The purpose of this study is to display the effectiveness of portfolio implementations and evaluations on the improvement of the teaching skills of prospective preschool teachers and set forth an approach on using portfolio not only as an assessment tool based on constructivist approach but also as a teaching tool in the process of science and math education in preschool education. In this study, collaborative action research is applied with a group of volunteer preschool teachers who worked with a university professor and staff development officer. The document examination and observation methods of qualitative research were employed in this study. The study was conducted with second grade prospective preschool teachers (n=49). For this study, prospective teachers were asked to design two original experiments and materials for science and math education for children at the age of 4-6, to perform these experiments by them and children in a period of 14 weeks; and to perform these experiments at home and kindergarten in compliance with the target achievements. The experiments designed by prospective teachers were discussed with other prospective teachers in terms of being safe, economic and practicable. The experiments were performed by prospective teachers for two times; first at home and kindergarten, then at science classes. After the process of experiments and the applications of materials, the feedback obtained from children were re-evaluated by prospective teachers. Finally, the prospective teachers were asked to prepare portfolio involving their self-assessment regarding each step of the implementation process. As a result of this study, under the lights of portfolio implementations and evaluations, the improvement of the teaching skills of the preschool teachers was observed in terms of being reflective practitioners, making progress on school wide priorities and building professional culture. Finally, an approach was set forth towards the use of portfolio in the process of teacher training which paves the way for the usability of cognitive life skills at the highest level for teachers and suggestions were made.

American Journal of Educational Research. 2015, 3(10), 1243-1252. DOI: 10.12691/education-3-10-6
Pub. Date: October 08, 2015

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Towards a Need-task Functional Homology in the Development of Human-Machine Interface: Modeling According to APC of EIAH in Cameroon, the Case of Educational Software

by René AZEGUE ONDOA

Original Research

This article entails verifying the analogy of the user’s activity in the execution of various tasks – case of an CEHL (Computing Environment for Human Learning). For this, the educational software JAVI (J’apprends AVec l’Informatique) will be used, and an elaboration will be done, in the form of an algorithmic structure, on a didactic profile by Competence Approach which will consist of specified tasks to be carried out by the user. The aim here is to create a useable tool which will be coherent in its Human-Machine interactions (HMI) between the user who is the educationist (pedagogue) and the computer scientist’s requirements – the program developer, hence matching the algorithmic sequence to the execution of related tasks. This action will enable the creation a system based on APCs, which could be used as a model for the creation of multidisciplinary educational software in Cameroon.

American Journal of Educational Research. 2015, 3(10), 1237-1242. DOI: 10.12691/education-3-10-5
Pub. Date: September 28, 2015

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Effectiveness of Cognitive Restructuring and Proper Study Skills in the Reduction of Test Anxiety Symptoms among Students in Khalkhal, Iran

by Ghamari Kivi H, Rafeie S. H. and Kiani A.R

Original Research

The purpose of this study was to evaluate the efficacy of cognitive restructuring therapy and the appropriate methods of study in reducing test anxiety symptoms among third grade high school students in Khalkhal, Iran. The research method was quasi-experimental with pretest, posttest and control group. The population of the study was all students in the third grade of high school in Khalkhal city. The participants included 300 sampled through Spielberger test anxiety questionnaire and clinical interview. After determining the prevalence, 30 people who had high anxiety scores were randomly classified into two 15-subject groups in experimental group and control group. Then, data were analyzed by SPSS at two levels (descriptive and inferential). The results showed that the prevalence of test anxiety among students was 36.6%. Results of the standard Hotelling test showed that the impact of cognitive restructuring method and study methods were significant in reducing the symptoms of test anxiety of students. Moreover, the Helmert bound contrast statistics reported that the effect of cognitive restructuring therapy in reducing the symptoms of test anxiety in students is more effective than the appropriate methods.

American Journal of Educational Research. 2015, 3(10), 1230-1236. DOI: 10.12691/education-3-10-4
Pub. Date: September 22, 2015

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Software Quality and Usability for Computer-Based Test in Tertiary Institution in Nigeria: A Case Study of Kogi State University

by Emmanuel Okokondem. Okon and Joshua B. Agbogun

Case Study

Software testing is essential for the development of technically sound software that performance especially during computer-based testing in e-examination. The purpose of this study is to investigate the software quality and usability for computer-based testing in Kogi State University. Information for the study was basically from the questionnaire survey and end-user participatory research method. Analysis of data was executed with the aid of Statistical Package for Social Sciences version 20, tables, percentages, ratios, graphs, group arithmetic mean (GAM) and mean weight values (MWV). The result shows that the basic details of students are covered in the software and it is easy to start. Regarding the user's interaction with the software and its features, a high number of respondents strongly agreed that the icons that are used to assist navigation are clear and intelligible. In a related issue, majority of respondents were of the view that the scoring system of the software is encouraging. Findings of this study also show that the grammar and vocab used in the software/program are accurate. It was deduced from the large response that the software includes pictures, that are relevant and aid in understanding. Respondents can easily give command to change answers, submit their answers, and exit the software during computer-based testing. Even at that, this paper argues for a more flexible data base, sufficient bandwidth, network structure flexibility, feedback mechanism and back-up systems, state of the art computers with high speed to further enhance usability of the software for computer-based testing in the institution.

American Journal of Educational Research. 2015, 3(10), 1224-1229. DOI: 10.12691/education-3-10-3
Pub. Date: September 20, 2015

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Influence of the Pedagogical Content Knowledge of Mentor Teachers and College Tutors to Classroom Practice of Student Teachers

by James Awuni Azure

Original Research

The study surveyed student teachers (n = 130) from two Colleges of Education in northern and southern Ghana who reported a significantly greater influence by school-based mentors on their teaching practice when they had been with them for 10 weeks. The study is correlational that employed a questionnaire that sought the opinions of student teachers on the influence of school mentors and college tutors on their classroom practice. Descriptive and correlational data analyses were performed on the data collected. Independent t-test was used to test the null hypothesis of research question 3 at .05 level of significance. The results of the study revealed that the correlations between student teachers’ perceptions of their school mentors’ PCK in planning and preparation of lessons, cordial relationship with the student teacher, feedback received, and methods of teaching and how these influenced their classroom practice were all statistically significant at p = < .05. The results also revealed that the correlations between student teachers’ perceptions of their college tutors’ PCK in planning and preparation of lessons, cordial relationship with the student teacher, feedback received, and methods of teaching and how these influenced their classroom practice were all statistically significant at p = < .05. However, t-test results indicated that student teachers related well with their school mentors than college tutors. The difference in this cordial relationship was statistically significant (t = 6.045, p < .01). The student teachers also perceived that they received more feedback from their school mentors than from their college tutors during their internship. The difference was again statistically significant (t = 4.565, p< = .01). These findings have important implications as they suggest a greater transfer of learning from the school to the classroom than from the college, producing student teachers who are willing to incorporate and implement school-based practices in a new context. Colleges of education need to have closer links with partnership schools than it is now. There is a growing need to rethink of student teaching and how to tightly link the university with the school system for effective and qualitative training of student teachers.

American Journal of Educational Research. 2015, 3(10), 1216-1223. DOI: 10.12691/education-3-10-2
Pub. Date: September 17, 2015

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Predicting Enrollment of New Criminal Justice Doctoral Programs

by William E. Stone

Original Research

The study reports the results of an attempt to predict enrollment for a newly proposed doctoral program in criminology/criminal justice. The methodology used to create the enrollment projection was a differential equation utilizing a combination of survey data and existing archival data. The study compares the projection results to the first five years of actual enrollment in the program to validate the projection. While the enrollment projection was somewhat off in the first two years, in years three through five the projection was very successful. While this study focuses on a specific program, the methodology was successful and should be applicable to predicting enrollment in a wide range of programs where preexisting populations are not available to form a projection base.

American Journal of Educational Research. 2015, 3(10), 1208-1215. DOI: 10.12691/education-3-10-1
Pub. Date: September 16, 2015

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