Skip Navigation Links.
Collapse <span class="m110 colortj mt20 fontw700">Volume 11 (2023)</span>Volume 11 (2023)
Issue 2, Volume 11, 2023
Issue 1, Volume 11, 2023
Collapse <span class="m110 colortj mt20 fontw700">Volume 10 (2022)</span>Volume 10 (2022)
Issue 12, Volume 10, 2022
Issue 11, Volume 10, 2022
Issue 10, Volume 10, 2022
Issue 9, Volume 10, 2022
Issue 8, Volume 10, 2022
Issue 7, Volume 10, 2022
Issue 6, Volume 10, 2022
Issue 5, Volume 10, 2022
Issue 4, Volume 10, 2022
Issue 3, Volume 10, 2022
Issue 2, Volume 10, 2022
Issue 1, Volume 10, 2022
Collapse <span class="m110 colortj mt20 fontw700">Volume 9 (2021)</span>Volume 9 (2021)
Issue 12, Volume 9, 2021
Issue 11, Volume 9, 2021
Issue 10, Volume 9, 2021
Issue 9, Volume 9, 2021
Issue 8, Volume 9, 2021
Issue 7, Volume 9, 2021
Issue 6, Volume 9, 2021
Issue 5, Volume 9, 2021
Issue 4, Volume 9, 2021
Issue 3, Volume 9, 2021
Issue 2, Volume 9, 2021
Issue 1, Volume 9, 2021
Collapse <span class="m110 colortj mt20 fontw700">Volume 8 (2020)</span>Volume 8 (2020)
Issue 12, Volume 8, 2020
Issue 11, Volume 8, 2020
Issue 10, Volume 8, 2020
Issue 9, Volume 8, 2020
Issue 8, Volume 8, 2020
Issue 7, Volume 8, 2020
Issue 6, Volume 8, 2020
Issue 5, Volume 8, 2020
Issue 4, Volume 8, 2020
Issue 3, Volume 8, 2020
Issue 2, Volume 8, 2020
Issue 1, Volume 8, 2020
Collapse <span class="m110 colortj mt20 fontw700">Volume 7 (2019)</span>Volume 7 (2019)
Issue 12, Volume 7, 2019
Issue 11, Volume 7, 2019
Issue 10, Volume 7, 2019
Issue 9, Volume 7, 2019
Issue 8, Volume 7, 2019
Issue 7, Volume 7, 2019
Issue 6, Volume 7, 2019
Issue 5, Volume 7, 2019
Issue 4, Volume 7, 2019
Issue 3, Volume 7, 2019
Issue 2, Volume 7, 2019
Issue 1, Volume 7, 2019
Collapse <span class="m110 colortj mt20 fontw700">Volume 6 (2018)</span>Volume 6 (2018)
Issue 12, Volume 6, 2018
Issue 11, Volume 6, 2018
Issue 10, Volume 6, 2018
Issue 9, Volume 6, 2018
Issue 8, Volume 6, 2018
Issue 7, Volume 6, 2018
Issue 6, Volume 6, 2018
Issue 5, Volume 6, 2018
Issue 4, Volume 6, 2018
Issue 3, Volume 6, 2018
Issue 2, Volume 6, 2018
Issue 1, Volume 6, 2018
Collapse <span class="m110 colortj mt20 fontw700">Volume 5 (2017)</span>Volume 5 (2017)
Issue 12, Volume 5, 2017
Issue 11, Volume 5, 2017
Issue 10, Volume 5, 2017
Issue 9, Volume 5, 2017
Issue 8, Volume 5, 2017
Issue 7, Volume 5, 2017
Issue 6, Volume 5, 2017
Issue 5, Volume 5, 2017
Issue 4, Volume 5, 2017
Issue 3, Volume 5, 2017
Issue 2, Volume 5, 2017
Issue 1, Volume 5, 2017
Collapse <span class="m110 colortj mt20 fontw700">Volume 4 (2016)</span>Volume 4 (2016)
Issue 20, Volume 4, 2016
Issue 19, Volume 4, 2016
Issue 18, Volume 4, 2016
Issue 17, Volume 4, 2016
Issue 16, Volume 4, 2016
Issue 15, Volume 4, 2016
Issue 14, Volume 4, 2016
Issue 13, Volume 4, 2016
Issue 12, Volume 4, 2016
Issue 11, Volume 4, 2016
Issue 10, Volume 4, 2016
Issue 9, Volume 4, 2016
Issue 8, Volume 4, 2016
Issue 7, Volume 4, 2016
Issue 6, Volume 4, 2016
Issue 5, Volume 4, 2016
Issue 4, Volume 4, 2016
Issue 3, Volume 4, 2016
Issue 2A, Volume 4, 2016
Issue 2, Volume 4, 2016
Issue 1, Volume 4, 2016
Collapse <span class="m110 colortj mt20 fontw700">Volume 3 (2015)</span>Volume 3 (2015)
Issue 12B, Volume 3, 2015
Issue 12A, Volume 3, 2015
Issue 12, Volume 3, 2015
Issue 11, Volume 3, 2015
Issue 10A, Volume 3, 2015
Issue 10, Volume 3, 2015
Issue 9, Volume 3, 2015
Issue 8, Volume 3, 2015
Issue 7, Volume 3, 2015
Issue 6, Volume 3, 2015
Issue 5, Volume 3, 2015
Issue 4, Volume 3, 2015
Issue 3, Volume 3, 2015
Issue 2, Volume 3, 2015
Issue 1, Volume 3, 2015
Collapse <span class="m110 colortj mt20 fontw700">Volume 2 (2014)</span>Volume 2 (2014)
Issue 12C, Volume 2, 2014
Issue 12B, Volume 2, 2014
Issue 12A, Volume 2, 2014
Issue 11A, Volume 2, 2014
Issue 12, Volume 2, 2014
Issue 11, Volume 2, 2014
Issue 10, Volume 2, 2014
Issue 9, Volume 2, 2014
Issue 8A, Volume 2, 2014
Issue 8, Volume 2, 2014
Issue 7, Volume 2, 2014
Issue 6, Volume 2, 2014
Issue 5, Volume 2, 2014
Issue 4, Volume 2, 2014
Issue 3, Volume 2, 2014
Issue 2, Volume 2, 2014
Issue 1, Volume 2, 2014
Collapse <span class="m110 colortj mt20 fontw700">Volume 1 (2013)</span>Volume 1 (2013)
Issue 12, Volume 1, 2013
Issue 11, Volume 1, 2013
Issue 10, Volume 1, 2013
Issue 9, Volume 1, 2013
Issue 8, Volume 1, 2013
Issue 7, Volume 1, 2013
Issue 6, Volume 1, 2013
Issue 5, Volume 1, 2013
Issue 4, Volume 1, 2013
Issue 3, Volume 1, 2013
Issue 2, Volume 1, 2013
Issue 1, Volume 1, 2013

Volume 4, Issue 17

Physico-mathematical Conceptual Difficulties among First Year Students Learning Introductory University Physics
Original Research
This descriptive survey at Kwame Nkrumah University in Kabwe, Zambia, explored difficulties that first year students (n= 116) experienced and perceived with physico-mathematical concepts in an introductory physics course. The data on difficulties was collected using a physics achievement test and a focus group discussion session while a questionnaire was employed to assess perceptions of difficulties associated with the physico-mathematical topics and concepts in the test. The students’ performance in the test was unsatisfactory where the scores ranged from 16% to 46.9% and averaged 33.0% in the five-question test. They had difficulties in creating and interpreting formulae and data and unsatisfactorily identified, combined and applied physico-mathematical concepts in the test items. The questionnaire survey, more than 60% of the students were likely to rate lecture topics on topics such as speed, work, and energy as not difficult. This number significantly decreased to around 35% when asked to rate the use, application or derivation of specific physico-mathematical concepts in the test. For example, 69.8% rated topic or concept ‘acceleration’ not difficult and 35.4% expressed having to formulate the equation a= (vf-vi)/t using information from a graph in the test as ‘difficult’. The findings of this study suggest that students need close support to comprehend physico-mathematical relations and their interpretation deeply.
American Journal of Educational Research. 2016, 4(17), 1238-1244. DOI: 10.12691/education-4-17-8
Pub. Date: November 15, 2016
12607 Views3492 Downloads
Quality of Education Distinctive Multi-Dimensional Trends: The Real and Viable Transnational Prospects for Brazil and United States’ Higher Education
Original Research
Knowledge studied in academia is mostly inherited from the northern hemisphere and little is said of the southern contribution. Without a doubt, United States has left a remarkable legacy in higher education, once Brazil currently manifest restlessness, longings, and recent remarkable growth. Brazil built several new public universities and invested in financial incentive programs to enhance educational outcomes. Brazil takes refuge in international support instead of seeking to foster and strengthen internal talent or even attract talent from abroad, which United States has done for years. Thus, this article presents important characteristics of American higher education system and compare it to Brazilian’s. Based on an international comparative study, this article uses distinctive analysis of higher education development and its potential to advance quality of education in general. It also examines and discusses the real and viable possibility for Brazilian higher education improvement opportunities based on North American academic experiences.
American Journal of Educational Research. 2016, 4(17), 1231-1237. DOI: 10.12691/education-4-17-7
Pub. Date: November 14, 2016
7316 Views2536 Downloads
Perception of Health and Physical Education Teachers on Students Indiscipline in Secondary Schools in Enugu State of Nigeria
Original Research
The increasing cases of students’ indiscipline in secondary schools have remained a serious problem in school system in Nigeria and other parts of the world. This paper ascertained the perception of health and physical education -HPE teachers on students’ indiscipline in secondary schools in Enugu State of Nigeria. The study provided answers to the research questions and the null hypotheses. Literature, relevant and related to the study was reviewed and properly documented. The study was based on the normative survey research method. Three hundred and twenty HPE teachers in secondary schools constituted the sample size. A researcher-developed questionnaire based on extensive literature review was used for data collection. Mean score, standard deviation and t-Test statistical tools were used for data analysis. The result showed that the perception of HPE teachers on students’ indiscipline in secondary schools in Enugu State of Nigeria is negative. It was also revealed that the perception of female, rural, above 15 years teaching experience and public school HPE teachers on students’ indiscipline is negative while the perception of male, urban, less than 15 years of teaching experience and private school HPE teachers is positive. The study further revealed that significant differences exist between variables of the respondents. The study concluded that this paper has convincingly established that the perception of health and physical education teachers on students’ indiscipline in secondary schools in Enugu State of Nigeria is negative, indicating that the respondents do not support or encourage the act of indiscipline among students.
antepsin til hest antepsin alternative antepsin endikasyon
American Journal of Educational Research. 2016, 4(17), 1223-1230. DOI: 10.12691/education-4-17-6
Pub. Date: November 07, 2016
10431 Views3995 Downloads1 Likes
Basic Education Teachers Perspectives on the Presence of Factors Antecedent to Workplace Bullying in the Philippines
Case Study
Work place bullying when left unchecked would cost high both in terms of human and material capital. Teachers who are bullied exhibit certain behavioral patterns. The study tried to determine whether there is correlation between the respondents personal attributes and their perspectives on the existence of factors antecedent to workplace bullying. It also determined the existence of a formal organization structure to prevent bullying and if there is a need for training and seminar on workplace bullying. By using questionnaire survey to gather data, the study measured, through teachers “lens” four factors antecedent to workplace bullying. The study area is in Nueva Ecija, Philippines. The study revealed that there is a weak correlation between the respondents’ personal attributes and descriptors of workplace bullying. Except on the presence of injustice in promotion where majority of elementary and secondary school teachers considered present in the workplace. The factor of injustice in promotion is embedded in Filipino culture. In general, factors leading to workplace bullying is not rampant in the respondents’ workplaces. But the organization is not completely free from behaviors antecedent to workplace bullying. Majority of the respondents considered that formal organizational structure to prevent workplace bullying is established but they never attended school sponsored trainings and seminars on workplace bullying.
American Journal of Educational Research. 2016, 4(17), 1217-1222. DOI: 10.12691/education-4-17-5
Pub. Date: November 04, 2016
10955 Views3467 Downloads10 Likes
Learning to Surf: Explaining the Flipped Classroom (FC) to Science Students Using an Analogy
Original Research
Most of the literature in educational technology targets academics, educational designers, and policy makers. To date, there are no scholarly papers which help students to understand and ‘buy into’ educational technology. We expect students to engage with contemporary ways of teaching and learning, without fostering any attitudinal change. According to the current literature, Flipped Classrooms (FC) have become increasingly popular in higher education since 2012. Research done in this field has increased considerably in the last four years, judging by the number of scholarly published papers across different disciplines. A review of the literature indicated the implementation of FC suffers from several deficits, such as a rigorous and consistent approach, effective theoretical frameworks, and evaluation structures. Research is also pointing to the need to support students in transitioning from traditional classroom style to FC. To facilitate this transition, a communication strategy is required to help students adopt this model of learning. It is in the best interest of educators to ensure that students understand the rationale behind the FC. This paper outlines how the FC can be explained to science students using a ‘learning to surf’ analogy.
side effects of naltrexone implant http://naltrexonealcoholismmedication.com/ naloxone alcohol treatment
selegilin preis bhvormegeter.site selegilin tabletta
American Journal of Educational Research. 2016, 4(17), 1213-1216. DOI: 10.12691/education-4-17-4
Pub. Date: November 04, 2016
8348 Views3808 Downloads20 Likes
Trajectories and Experiences of Teaching Socialization in the Perspective of Gender
Original Research
The aim of this article is to show that the trajectories and experiences of teachers’ socialization are important to reflect about the senses and meanings assigned to the teaching practice. The methodological choice fell on qualitative approach, using Case Study to the collection of data, through the application of questionnaires and semi-structured interviews. It was concluded that the trajectories and the diversity of socialization experiences of teachers are relevant to the analysis of social gender relations in the teaching field. The fact is that it is in life trajectories that are configured senses and meanings of the teaching practice, highlighting its forms of production/reproduction in socialization spaces and in the relationship between training/work/family contexts.
American Journal of Educational Research. 2016, 4(17), 1205-1212. DOI: 10.12691/education-4-17-3
Pub. Date: November 02, 2016
6520 Views2456 Downloads
The Critical Philosophy and the Education for John Dewey
Original Research
The aim of this study is to investigate the conception of philosophy as a criticism and its relationship to education in the thought of John Dewey. The study of bibliographical order sought to analyze this issue in the major works of this author and his interpreters. The methodological structure of this paper explores the turn of the concept of philosophy elaborated by Dewey pointing to its social function of thinking about current conflicts, particularly in relation to the values and the science, the breakup with dualism, the critique of culture. Thus, philosophy as reflective, critical and creative thinking about the experience in a social shared activity is a condition for the continuous learning to act and to learn required in a complex and changing society and this process promotes and sustains human growth. From the philosophical perspective, critical and creative thinking is the principle of education and likewise democracy. Philosophy and democratic education are the bases of the ethics and politics life in a community.
American Journal of Educational Research. 2016, 4(17), 1197-1204. DOI: 10.12691/education-4-17-2
Pub. Date: November 02, 2016
19888 Views6016 Downloads
Humor as a Coping Strategy for People with Usher Syndrome
Original Research
Introduction: Usher syndrome (USH) is a genetic condition characterized by hearing loss or deafness and progressive vision loss. Due to their dual sensory impairment, people with USH may have problems perceiving humor in their surroundings. The purpose of this study was to assess the sense and use of humor as a coping strategy in people with USH. Additionally, the differences between depressed and non-depressed people with USH were evaluated. Methods: Two questionnaires were used: The Coping Humor Scale (CHS) and the Sense of Humor Scale (SHS) each in the German version. The questionnaires were filled in by 86 persons with USH, primarily recruited from self-help groups (ages 27-75, mean age = 48; 48 % female; 9 % depressed). As comparison samples German people were used, on which the German edition were normed. Differences between the USH sample and the comparison sample were determined by using methods of classical test theory. Results: In comparison to a given control group, people with USH use less humor to cope with stress in difficult situations (p = .00). They are less playful and in a less positive mood (p = .02), laugh less (p = .02) and use less humor under stress (p = .00). Depressive persons with USH are more serious (p = .01) and less playful (p = .05) than the non-depressed group. Discussion: Overall the results indicate that people with USH may not use humor as a coping strategy. Thus there is a need for special programs such as Humor training and Laughter Yoga, which are based on the tactile sense, in order to develop beneficial coping strategies for people with USH. Such programs may help them to use and understand humor as a resource for stress management. Given this persons with USH and depression should be encouraged to actively engage in humorous situations with a positive mood.
side effects of naltrexone implant http://naltrexonealcoholismmedication.com/ naloxone alcohol treatment
American Journal of Educational Research. 2016, 4(17), 1191-1196. DOI: 10.12691/education-4-17-1
Pub. Date: November 02, 2016
8747 Views3351 Downloads3 Likes