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Volume 3, Issue 9

Effects of Animals in Post-Secondary Science Classrooms on Academic Achievement, Academic Retention, and Intrinsic Motivation
Case Study
This study investigates biophilia, the love of life, and how to incorporate this concept, originally recognized by E.O. Wilson, into schools [9] Studies have shown animals can increase student interest, motivation, attitude, academic achievement, and academic retention. However, resistance to animals in classrooms has emerged because of safety concerns. After consulting past research, the prediction is made that after attending lessons taught using the 5E Learning Cycle, students in a class with animals will have higher academic achievement, academic retention, and intrinsic motivation. Students were taught using a 5E lesson design for two nonconsecutive lab experiences. During the two-pronged study, students were differentiated into each one of the following groups at one point throughout the study: 1) content covering evolution using living herpetofauna, versus images, and 2) the Theory of Natural Selection using the classroom’s terrariums and enclosures as models, versus images. After the study, a paired t-test was run and found no significant difference in the academic achievement and academic retention for student taught with animals versus those that were not. There was however, a difference in intrinsic motivation, which turned the focus into what the change in motivation means for future research. This study was one step in a much larger academic reform involving how students learn, and continued research is needed in order to ensure significance with biophilia in the classroom.
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American Journal of Educational Research. 2015, 3(9), 1193-1207. DOI: 10.12691/education-3-9-21
Pub. Date: September 21, 2015
12476 Views5182 Downloads1 Likes
Argument-Driven Inquiry with Scaffolding as the Development Strategies of Argumentation and Critical Thinking Skills of Students in Lampung, Indonesia
Original Research
Argumentation skills as a form of communication to externalize ideas through scientific discourse is a very important process in learning of biology. Develop strategies argumentation can be one of the alternatives that can help students to improve their critical thinking skills. Students can demonstrate their critical thinking skills, especially in inquiry-based laboratory activities. Therefore, the learning process that uses the inquiry-based laboratory experiments to establish scientific arguments should be designed to develop the argumentation and critical thinking skills of student. The purpose of this study was to investigate the effect of Argument-Driven Inquiry (ADI) strategy, Argument-Driven Inquiry with Scaffolding (ADIS) strategy, and conventional strategy on the argumentation and critical thinking skills of pre-service sience teachers in Faculty of Teacher Training and Education of Lampung University. The study had been carried out in Quasi-Experiment of Pretest-Posttest Nonequivalent Control Group design. The data of the study were collected through argumentation and critical thinking tests before and after the implementation the learning strategies. The data were analyzed by using MANCOVA and were tested in terms of the normality and homogeneity beforehand. The result of the study showed that there were significant differences in the argumentation skill between the learning activities which implemented ADI, ADIS, and conventional strategies. ADIS learning strategy was more effective in improving the students’ argumentation skills compared to ADI and conventional learning strategies. Meanwhile, ADIS strategy was as effective as ADI strategy in improving the students’ critical thinking skills than conventional strategy. This study also showed that the students’ argumentation and critical thinking skills are similar or almost similar between two academic abilities (high and low) when ADIS was applied.
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American Journal of Educational Research. 2015, 3(9), 1185-1192. DOI: 10.12691/education-3-9-20
Pub. Date: September 20, 2015
15624 Views7466 Downloads1 Likes
An Approach into Interior Design Studio Instruction via Metaphor Method
Original Research
While the perception of traditional museology rapidly changes into a perception of contemporary museology at our present day, the transformation process that has started all around the world, especially in city museums, also continues in Turkey, as well. The Library and Museum of Izzet Koyunoğlu, opened in Konya in 1984, is the first private museum established by municipalities in Turkey and includes many ethnographic and archaeological pieces. This building started to fade away as it stood more than 30 years time. A re-functioning project is prepared to do something about this cultural building, which became a problem in the city so far. For this purpose, the Library and Museum of İzzet Koyunoğlu is approached to transform it into Konya City Museum Project by four-year students that take Interior Design Project-7 Course during 2014-2015 Education Year Fall Semester in the Department of Interior Architecture and Environmental Design in Faculty of Fine Arts, Konya Selcuk University. Metaphor method is used in project work. Projects are shaped around such concepts that the students defined as window to the past, tolerance, fusion, echo, looping, gravitation, contrast, iconia, neon and transparency. Students learn about the cultural inheritance of the city by this project research and also it attracts the attention of leading authorities, initiating the applications for the project. Project studies of students are exhibited in Koyunoğlu Museum and many conferences are held both in and out of the country. Functional transformation of the building has speeded up, creating awareness in this building that is under the process of fading away
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American Journal of Educational Research. 2015, 3(9), 1180-1184. DOI: 10.12691/education-3-9-19
Pub. Date: September 20, 2015
9465 Views4245 Downloads1 Likes
Predicting Meta Cognition Awareness of Primary School Students Based on Class Psychosocial Climate and Academic Assessment
Original Research
The goal of the present research was to predict students' meta cognitive awareness based on class psychosocial climate and academic assessment. The statistical universe of this research included all students in fifth grade pupils (male and female) of the state schools in strict 2 of Kerman in school year of 2012- 2013. The sample included 450 students selected by using the multi-stage cluster random sampling method. To measure the class psychosocial climate, class psychological climate inventory (Fraser, Giddings and Mc Robbie, 1995) was used. The meta cognitive variable was evaluated by the self –reporting inventory of Sperling et al. (2002). Data was analyzed by simultaneous regression analysis method and Z fisher test. The results showed that class psychosocial climate and academic assessment predict significantly students' meta cognitive awareness. These predicting variables realized %6 of students' meta cognition ability. The class psychosocial climate components and academic assessment are not predictors for the students' meta cognition awareness subscale. The class psycho social climate components and academic assessment are significant predictors for the students' meta cognition regulation subscale. 4% of the students' meta cognition regulation is realized by ability the class psychosocial climate components and academic assessment. Also, the findings imply that the descriptive and gender evaluation in the relationship between the class psychosocial climate and meta cognition awareness have a mediating role. The results of Z fisher test showed that the correlation between the class psychosocial climate and meta cognition in the male students is more than the female students.
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American Journal of Educational Research. 2015, 3(9), 1173-1179. DOI: 10.12691/education-3-9-18
Pub. Date: September 18, 2015
11642 Views4530 Downloads9 Likes
Outsourcing as a Business Process in an Organization
Original Research
Taking care for finances is a natural feature of any human. Profitability of each venture is measured by financial benefits that may be reached from an investment decision. Searching for alternative solutions, substitutes for prestigious products have accompanied to consumers and entrepreneurs for years. Outsourcing may be the answer to such market needs, where savings are the idea of concept.
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American Journal of Educational Research. 2015, 3(9), 1168-1172. DOI: 10.12691/education-3-9-17
Pub. Date: September 18, 2015
7960 Views3457 Downloads55 Likes
The Development of the Personal and Professional Values-Integrated Framework as an Aid to Ethical Decision Making
Original Research
The process of developing a new framework, such as the personal and professional values-integrated framework, helps to explain the dynamics of the ethical decision making required of adaptive leaders for appreciating divergent perspectives. Ethical analysis frameworks can help to identify the ethical dimensions in academic disciplines and provide a method for justifying ethical decisions. Published frameworks, however, have some limitations to easy, practical use. The purpose of this paper is to use the five sources of ethical standards identified by the Markkula Center for Applied Ethics [21] to describe and explore consequentialist and deontologist forms of ethical reasoning for deciding matters of morality in education. A literature search identified published frameworks that define the components of ethical decision making. On this basis, a new framework, called the personal and professional values-integrated framework, is constructed. Consideration is given to areas and practices in the guidelines or rules for the process of forming ethical reasons and variations that are less easily accommodated by these ethical frameworks. The idea of Will as described by Chinese philosopher Mencius (371-289 BC) is used to gain insight into some of the implications of ethical decisions. It is demonstrated that leadership rules in education are realized by acknowledging the reasons for an action, and ethical decision making is defined as conforming to the criteria pertaining to these considerations as well as the professional conduct expected.
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American Journal of Educational Research. 2015, 3(9), 1163-1167. DOI: 10.12691/education-3-9-16
Pub. Date: September 16, 2015
10320 Views4113 Downloads
Exploring the Influences of Teacher’s Intelligence and Emotional Intelligence on Students’ Academic Achievement
Original Research
The study examined the influences of teacher’s intelligence or emotional intelligence on student achievement. The participants were 59 teachers of Thanjavur and Villupuram districts of the state Tamil Nadu. The research is of descriptive method and incorporates the use of survey technique. Data is collected using Emotional Intelligence Scale constructed and validated by the investigator and Performance Intelligence Scale for adults. Data is subjected to analysis using SPSS version 21. The study showed that emotional intelligence of teachers is influential than intelligence in enhancing the achievement of students.
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American Journal of Educational Research. 2015, 3(9), 1159-1162. DOI: 10.12691/education-3-9-15
Pub. Date: September 15, 2015
10506 Views4538 Downloads
Evaluating Principals' Orientation towards Organizational Culture and Changes and Its Effect on Teachers' Performance
Original Research
The purpose of this paper is to evaluate principals' orientation towards organizational culture and changes and its effect on teachers' performance. This is a descriptive-surveying research whose population study is 145 principals and teachers working in girl secondary school in Asaluye city among which 103 persons were randomly selected as sample based on Morgan table. Data was collected via three questionnaires asking principals' approach towards changeability, organizational culture, and teachers' performance. Validity and reliability of the questionnaires were obtained through using content and face validity, and Chronbach's Alpha (α=0.821). Some appropriate statistical indices such as frequency, mean, SD, Pearson's correlation coefficient, multi-variate regression, and ANOVA were applied to analyze the gathered data. Findings showed that changeability and principals' approach towards organizational culture has had a significant effect on teachers' performance.
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American Journal of Educational Research. 2015, 3(9), 1156-1158. DOI: 10.12691/education-3-9-14
Pub. Date: September 14, 2015
8160 Views2909 Downloads
Psycho Educational Approaches to Adolescent’s Perception of Gender Influence on Life Satisfaction
Original Research
Research investigating optimal well-being and life satisfaction of adolescents in relation to gender and self- efficacy perception has been scant. This study reports on the relationship between gender factor and optimal adolescent functioning, as indexed by a sense of satisfaction with life overall and with specific domains (e.g. self-esteem, self-efficacy and emotions). The sample is made up of 180 participants comprising (90) females and (90) males randomly selected from SS II students in (9) secondary schools in Lagos State. The selected schools were made up of ‘three co-educational’, ‘three all boys’, and ‘three all girls’ schools respectively while each of the three experimental groups consist a set of the three school types respectively. Three hypotheses were raised and data were generated and analyzed with statistical tools of Pearson correlation coefficient for hypothesis 1, and analysis of co-variance (ANCOVA) with LSD post hoc test for hypotheses 2 and 3 at 0.05 level of significance. Results from the study revealed that there was improvement in self-efficacy/self-esteem perception of participants with the treatment models. It also shows that a statistical significant difference exists in perception to life satisfaction due to gender factor across the experimental conditions. Since each individual has a purpose in life there is the need to strive towards the fulfillment of his or her unique potentials for life satisfaction.
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American Journal of Educational Research. 2015, 3(9), 1149-1155. DOI: 10.12691/education-3-9-13
Pub. Date: September 08, 2015
11276 Views5097 Downloads
On the Role of Learning Styles Components (Objective Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation) on Students’ Mathematics Performance
Original Research
The present study tries to explore the effect of learning styles on the mathematical performance of secondary school students. In addition to environmental and individual variables, learning styles are also influenced by culture and gender. To this end, a descriptive correlational procedure was followed. The sample consisted of 300 individuals, half being males and half females. Cluster sampling was utilized as a part of this investigation. To assess the learning styles of the students, Kolb's learning style questionnaire [19] was utilized. In this study, we utilized the first semester grades of the students in the academic year 2012-2013 in mathematics to gauge their mathematical performance. Descriptive statistics including was used to analyze the data, expressive measurements strategy including standard deviation, frequency calculation, chart, average, and inferential statistics methods including Pearson’s correlation coefficient, ANOVA, regression analysis, and post hoc tests were utilized. As the results showed, students’ performance was significantly predicted by concrete experience and abstract conceptualization significantly predicted the performance of students in mathematics. A significant difference was also observed between boys and girls in reflective observation and active experimentation learning methods. These results can have applicable implications in school consultations and be used in designing appropriate strategies by considering gender and learning styles.
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American Journal of Educational Research. 2015, 3(9), 1142-1148. DOI: 10.12691/education-3-9-12
Pub. Date: September 07, 2015
14319 Views6565 Downloads5 Likes
Does Technology Make a Difference in Student Success in an Accounting Classroom?
Original Research
This study compares the academic success of students enrolled in two separate sections of an introductory accounting course. One course taught in a tradition classroom with little technology assistance and the other with a much greater amount of technology available to the students. The goal of this quantitative research was the investigation of a relationship existing between the amount of technology used in the accounting classroom and the success of the students as shown through the scores on their assignments, quizzes and tests. Sixty six students from various degree programs from a private university in the Southwest enrolled in 2 separate sections of a beginning accounting course. There were 31 participants in the morning section and 35 participants in the afternoon section. Both classes utilized the same textbook, the same online homework and quiz requirements, and had access to the class website on the university’s learning management system. Findings showed there is statistical significance at the .05 level, between the traditional classroom and the advanced technology classroom in some areas. The Standard classroom scored significantly higher in the average test, quiz, and midterm exam scores; while the advanced technology classroom scored significantly higher in the percentage of homework completed and the percentage of extra credit completed. There was no significant difference in the average final exam grade, the percentage of attendance, or the overall final score in the class.
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American Journal of Educational Research. 2015, 3(9), 1138-1141. DOI: 10.12691/education-3-9-11
Pub. Date: September 04, 2015
8626 Views3933 Downloads
Appraising Adult Teaching Methods in Nigeria: Analysis of the Effect of Some Teaching Methods on Adult Learners
Original Research
The conceptions of adulthood vary from place to place especially in Nigeria where adulthood is not determined solely by age. Historical, physical, psychological and socio economic factors influence the individuals’ ability to fulfilling certain roles and functions in the society that qualify and identify them as adults. This also vary from community to community in Nigeria as such, the term adult means different things in different situations and circumstances. Teaching at whatever level is central to curriculum implementation. Basically, teaching involves the process of transmitting knowledge. Interestingly, teaching as an activity or process is systematic, interactive, organised and purposive. The ultimate aim is to cause desirable change in the learners’ behaviour. Learners in this instance are persons who have been recognised as adults in their environments who exhibit sense of purpose and commitment. The study examined various teaching methods in adult education and its implications to adult learners. Three research questions and two null hypotheses tested at .05 level of significance guided the study. The survey research design was adopted in the study with a population of 591 respondents made up of 291 male and 300 female adult learners from 12 adult learning centres. The sample of 355 respondents (60% of the entire population) comprising 175 male and 180 female was drawn using the convenience sampling technique. Data collecting instrument for the study was a-14 item questionnaire that was face validated by two validates in the field of study. Data collected were analysed using the mean for the research questions and the t-test statistic for the hypotheses. Findings revealed among others that lecture, simulation, project and drama methods were adult teaching methods mostly utilised in adult teaching in Nigeria. The findings further indicated that project method was identified as the most effective adult teaching method used in adult delivery followed by simulation. Inhibiting factors to the non use of appropriate teaching methods by facilitators in adult teaching in Nigeria comprised inadequate instructional facilities and the use of facilitators with no andragogical skills. It was recommended among others that Government and other providers of adult education programmes should ensure that adequate facilities are provided for effective adult education delivery and that funds should adequately be provided by the government for enhanced management of programmes.
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American Journal of Educational Research. 2015, 3(9), 1133-1137. DOI: 10.12691/education-3-9-10
Pub. Date: September 04, 2015
28604 Views5535 Downloads2 Likes
Influence of CBL Methods on Secondary School Physically Handicapped Students’ Academic Achievement in Mathematics in Kenya
Original Research
Learners with special needs education are of diverse categories. Among them are the Physically Handicapped (PH) and the Visually Impaired (VI).These learners may lag in education if there are no environmental and instructional adaptations to enable them compete on equal footing with their non-disable peers. Mathematics has been the worst performed subject among the PH learners in the Kenya Certificate of Secondary Education (KCSE) as indicated in the results of the years 2008 to 2013. Traditional mode of instruction had been the only method of teaching these learners. There was therefore, need to device ways to enable them to participate in learning with ease. Computer based learning (CBL) has reported to be effective in the teaching and learning of complex concepts in physics and accounting and could provide solution in the teaching of mathematics among the learners with physical disabilities. The purpose of this study was to establish the effects of CBL Methods on Secondary School Physically Handicapped (PH) academic achievement. The objective of the study was to examine the effects of CBL methods on Secondary School PH students’ academic achievement. A pre-test quasi experimental and correlation research designs were employed. The conceptual framework was adopted from Winnie and Butter, (1994) model. Saturated sampling was used to get and 5 mathematics teachers from Joyland secondary school for the physically handicapped in Kisumu County, Joytown Secondary School for the physically handicapped in Thika County and Mombasa Secondary school for the physically handicapped in Mombasa county. The instruments used were Computer Assisted Statistics Text, student motivation questionnaire, student interview guide and teacher interview guide. Validity of instruments was established by experts in special needs education. Reliability coefficient of student questionnaires was established by test re-test method whereby coefficient of 0.70 and above at p value of 0.05 was considered reliable. Quantitative data was analyzed using inferential statistics. The findings indicated that there was statistically significant difference in using CBL method [F (2, 125) =33.14, p=.000] on academic achievement. The CBL influenced the students’ academic achievement in Mathematics among the physically handicapped. It showed that there was significant difference in final exam scores of students receiving traditional instruction and those learning through CBL. The findings showed that use of CBL improves the learners’ motivation and achievement in their performance of mathematics. Professional should be provided to help teachers understand the needs of learners who cannot study because of their physical conditions. This modern system of learning is alleged to provide them with an equal opportunity to study, as their regular friends and relatives.
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American Journal of Educational Research. 2015, 3(9), 1122-1132. DOI: 10.12691/education-3-9-9
Pub. Date: September 04, 2015
15264 Views6380 Downloads1 Likes
On the Impact of Teaching Verbal Self-instruction on the Improvement of the Emotional, Educational, and Social Adjustment in Students Afflicted with Mathematical Disorders
Original Research
Introduction: Among every learning issue, issues connected with mathematics are particularly critical in light of the fact that all kids are obliged to do mathematical calculations in the early years of grade school. The present examination looks to explore the viability of showing verbal self-instruction on enhancing the social, emotional, and educational adjustment in understudies burdened with mathematical disorders. Methodology: This is an experimental research and used posttest-pretest plan and catch up with the control group. The study populace of this exploration incorporates all the male junior secondary school students of Koohdasht city harassed with mathematical disorder in the school year 2013-2014. The exploration test comprised of 40 male understudies tormented with this issue. The samples were picked randomly taking into account a multistep cluster example among understudies after they were recognized by Keymath numerical test and after the structural clinical interview and set in inside of experiment and control groups. The research devices included auxiliary clinical interview, Keymath scientific test, and Sinha and sing's social, emotional and educational adjustment scale. Both gatherings were liable to pretest, posttest and a two-month follow-up. during the time spent the exploration, the experiment group attempted verbal self-guideline training for two months (8 session, every session 60 minutes), while the control group got no education. Covariance analysis technique was utilized to break down the information. Results: The results of multivariable covariance analysis (MANCOVA) indicated that teaching verbal self instruction can influence social, emotional, and educational adjustment among the students afflicted with mathematical disorders (P<0.01). The results also indicated a significant difference between the experiment and control group in posttest and follow up stages in terms of social, emotional and educational adjustment. Conclusion: Based on the results of this study, teaching verbal self-instruction helps to increase social, emotional and educational adjustment among the students afflicted with mathematical disorder and this method can be utilized as an appropriate interventional method.
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American Journal of Educational Research. 2015, 3(9), 1115-1121. DOI: 10.12691/education-3-9-8
Pub. Date: September 03, 2015
12213 Views5271 Downloads1 Likes
Building Communities through Literacy
Original Research
On the Caribbean island of Haiti, when friends meet, one generally asks: “Ki jan ou ye?” (How are you?) and often times the other person responds: “ M’pa pi mal.” (I am not worse), (, p. 29). This common greeting indicates that life in Haiti is not stress-free. Haiti has openly battled political chaos, economic dependence, and high illiteracy rates since its independence from France in 1804. Many attempts to address these issues have been made by the international community. Scholars and theorists suggest that solutions should be rooted in building robust communities, using social empathy as a tool, in order to promote independence and sustainability. This paper will investigate the way in which literacy programs such as the one organized locally by BuildOn, builds community. This study is based on a qualitative approach. Numerous focus groups as well as individual in-depth interviews of literacy students, teachers and community members were conducted. Specifically, findings revealed that the benefits of BuildOn’s literacy program are two-fold: first, it fosters community building and, second, it creates capacities for economic independence over time.
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American Journal of Educational Research. 2015, 3(9), 1107-1114. DOI: 10.12691/education-3-9-7
Pub. Date: September 03, 2015
7763 Views3275 Downloads
Are Our Students Digitally Ready for HE Study? Exploring Student Attitudes to Blended Online Study in a Campus-Based University
Original Research
The outcomes of a survey of Australian Engineering undergraduates on a campus-based blended course offer a snapshot of trends in student ownership of technologies and a view of student attitudes and preferred choices of hardware and software to support their learning experiences during their first year at university. This paper reports that students in this cohort indicated high levels of prior digital literacy coupled with high personal ownership of multiple technologies. The ensuing conversations and the outputs from the survey indicated that students were keen to use digital technologies including the Learning Management Systems (LMS) to support their learning. They reported an increased use of social media for studying with other students. This was in addition to their prior personal use of social networks for staying in touch with friends and family. The students were however unfamiliar with both the idea and the expectation from their tutors of extensive online preparation prior to their face to face classes. The discussion considers this study in the context of recent research into student experiences from the USA (Dahlstrom, 2012) and from the UK (Beetham and White, 2013). The latter recorded similar conclusions from their research into UK located students in terms of readiness to study at university, noting that students had ‘indistinct ideas about how they will learn at university and what constitutes legitimate learning practice – especially digital practice – in a university context.
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American Journal of Educational Research. 2015, 3(9), 1098-1106. DOI: 10.12691/education-3-9-6
Pub. Date: September 02, 2015
11051 Views4247 Downloads
Listening Enhancement: Converting Input into Intake
Original Research
To facilitate language understanding and learning, listening takes on significant meaning as it is an essential source of language input in second language acquisition. In an EFL setting of Taiwan where it lacks native speakers to begin with, listening becomes pivotal for foreign language learning to occur. With listening comprehension paving the way for language learning, various research has noticed that effective listening benefits language learners in developing other language skills. In view of its growing importance, it merits attention regarding how teaching listening comprehension at the forefront maximizes young learners’ learning outcomes. Given the implicit unidirectionality, listening is often regarded as difficult for foreign language learners. With contextual story grammar mapping underlying the listening construct, learners can otherwise engage in listening interaction, resulting in bidirectional listening that affords comprehensible input. The present study, lasting for 21 weeks, investigates how contextual story grammar mapping instruction with Reading-While-Listening (RWL) impacts on Taiwanese sixth graders’ listening comprehension. Forty 6th graders in central Taiwan were recruited. The results of the current study attest that RWL combined with contextual story grammar mapping improves students’ listening comprehension and enhances their reading proficiency. What’s more, the findings lend further credence to the reciprocal relationship between listening comprehension and reading achievement.
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American Journal of Educational Research. 2015, 3(9), 1091-1097. DOI: 10.12691/education-3-9-5
Pub. Date: September 01, 2015
21071 Views10158 Downloads
Evaluation of Business English Courses According to The English Teachers’ Views Teaching at Girls’ Technical and Vocational High Schools
Original Research
In our world, being innovated together with developing technologies, the increase in global mobility brought along some differentiations in professional field. Today, together with becoming independent of individuals from their countries and participating in the global mobility, it is seen that the number of lingua franca speakers has been increasing. The necessity of lingua franca requires these foreign languages to be taught through learning objectives of individuals. Accordingly, vocational English courses, which were developed according to the modular education system, were included in the curricula of some vocational high schools in Turkey. This study aims to evaluate vocational English courses according to the views of English teachers working at Girls’ Technical and Vocational High Schools (GTVH), which train intermediate level subjects for tourism sector. The study was conducted through interviews with 20 teachers, working at 6 different GTVHs, located in 5 central districts of Ankara. Each teacher was interviewed twice and obtained data were analyzed with content analysis. According to obtained findings, found out that English teachers’ academic profiles weren’t built in accordance with teaching skills and necessary in-service trainings weren’t provided. Modules used during the courses are insufficient and thus teachers don’t adopt the modular curricula developed through individual learning principles.
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American Journal of Educational Research. 2015, 3(9), 1085-1090. DOI: 10.12691/education-3-9-4
Pub. Date: August 31, 2015
8546 Views3320 Downloads1 Likes
Core Competencies Development among Science and Technology (S&T) College Students and New Graduates
Original Research
Employers and societies increasingly ask for competent and ready to work graduates, endowed with a certain amount of capabilities and competencies when entering the workforce. Whereas the need for highly skilled worker has been climbing, the discrepancy between competencies of graduates and qualifications searched by employers continue to be a serious concern among various nations [1,24]. The main issue addressed by the present study is: “Is science and technology (S&T) students and new graduates’ development of core competencies influenced by their prior perception of importance of these competencies? And does the development of these core competencies guarantee their fitness for purpose in terms of entering into the workforce?” Findings revealed that S&T students and new graduates’ experience at the institution have developed all the seven core competencies under investigation in the present research and that the development of core competencies is not always influenced by prior perception of importance. With respect to the fitness for purpose, findings show that S&T students and new graduates perceived their preparedness for the workplace close to “more than adequate preparation for being an expert in my field of S&T”. This finding confirms the view of “fitness for purpose” explanation as a requirement of the higher education.
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American Journal of Educational Research. 2015, 3(9), 1077-1084. DOI: 10.12691/education-3-9-3
Pub. Date: August 30, 2015
13566 Views5095 Downloads3 Likes
Evaluation of Entrepreneurship in Unit Production Vocational High School (SMK) Simalungun Northern Sumatra
Original Research
The study examines the implementation of production unit in vocational high school (SMK). The study was conducted using quantitative evaluation approach is descriptive and made judgments on the research products. This study was conducted in six SMK at Regency Simalungun. The population in this study is the executive Production Unit in SMK at Regency Simalungun. The research sample was taken 30 people caretaker of production unit. The results showed that; (a). In the six SMKs have become researh sample in Regency Simalungun had applied management functions with different performance quality, (b). Vision and mission management of production unit is developed in order to achieve the vision and mission of SMK, (c). Production unit at SMK of Regency Simalungun can not develop as unit which is equivallent with bussiness unit should be.
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American Journal of Educational Research. 2015, 3(9), 1072-1076. DOI: 10.12691/education-3-9-2
Pub. Date: August 28, 2015
8626 Views3930 Downloads
Education through Arts for Arts
Original Research
Throughout the ages, humanity has regarded fine arts as an indispensable means to develop, enrich and strengthen itself and its society and utilized arts, intentionally and unintentionally, to transmit cultural accumulation. The history of civilizations of societies is also the history of arts. The concept of art originates to the existence of humankind and has always existed in the history of the humankind and served him as an ornament, or a medium to distribute a language or a religion, or as an investment area, or was generated for itself. As civilization developed, a new concept of education was generated: the concept of Art Education. The importance of art education stems from the element of creativity. Creativity is explained as a type of talent that is more and more valued and sought after in life because creative behavior is directly associated with development and modernization of societies in every field and profession. Therefore, in order for art education to achieve its goals, the fundamental principle must be designated well. This principle is creation rather than imitation. The concept of art education gained currency after the Industrial Revolution; and the fundamental element of creativity and freedom in arts was regarded as a solution to the problems of mechanization and monotony. Therefore, art was assumed as one of the basic means of training "enlightened people."
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American Journal of Educational Research. 2015, 3(9), 1068-1071. DOI: 10.12691/education-3-9-1
Pub. Date: August 27, 2015
6979 Views2591 Downloads1 Likes