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Collapse <span class="m110 colortj mt20 fontw700">Volume 10 (2022)</span>Volume 10 (2022)
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Collapse <span class="m110 colortj mt20 fontw700">Volume 1 (2013)</span>Volume 1 (2013)
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Volume 4, Issue 3

Gender Difference in Academic Performance in SSCE Economics Subject among Senior Secondary School Students in Maiduguri Metropolis, Borno State, Nigeria
Original Research
The study determined the gender difference in academic performance in SSCE economics subject among senor secondary school students from 2006 to 2010 sessions in Maiduguri Metropolis, Borno State, Nigeria. Two objectives were stated, two research questions were answered and two hypotheses were tested. Ex-post factor research design was used. The population of the study consisted of all senior secondary school students who offered economics SSS 111 in Maiduguri metropolis from 2006 to 2010 sessions and all available students who took economics subject in SSCE, WAEC and NECO from 2006 to 2010 academic sessions. A purposive sampling technique was used to select sample from twenty-eight co-education secondary schools. The total number used for the study was 50715. A total of 8699 students’ results were used for academic performance, 5679 male students and 3020 female students, results in WASSCE. While in SCCE, NECO the total results used was 9074 males results was 5491 and females was 3583 in economics for 2006 to 2010 sessions. Descriptive statistics of percentages was used to answer the research questions while t-test statistics was used to test the hypothesis. The results of the analysis revealed that male students in senior secondary schools in Maiduguri metropolis have better grades that their female counterpart in economics for 2006-2010 sessions. The results further showed that there was no significant gender difference in the academic performance of students in SSCE, WAEC and NECO in economics, while SSCE, WAEC and NECO for 2006/2007 session in economics for 2008 to 2010 sessions showed consistent significant gender difference in the academic performance of students in favour of male students. Based on the findings it was recommended that there should be public enlightenment by the government and non- governmental organisations (NGOS) to address the issue on the need for gender equality in public schools in terms of enrolment to have equal chance for female students to do well as their male counterpart in economics.
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American Journal of Educational Research. 2016, 4(3), 288-293. DOI: 10.12691/education-4-3-10
Pub. Date: March 23, 2016
42641 Views25168 Downloads1 Likes
Oral English Communication Strategies among Vietnamese Non-majors of English at Intermediate Level
Original Research
English communicative competence is now considered as a golden key to the successful integration into the world. However, it is widely accepted that oral communicative competence of English non-majors in Vietnam is far from expectation at the completion of university education. Meanwhile, studies on communication strategies (CSs) are insufficient in Vietnam as most previous communication-related studies in Vietnamese context appeared to mainly focus on linguistic or methodological factors influencing communicative competences of Vietnamese students. Thus, this paper reports a study which generalizes communication strategies by Vietnamese non-majors of English whose English proficiency is intermediate. The study was both quantitative qualitative in which an integrated CS framework by Malasit, Y. and Sarobol, N. (2013) [1] combining those of Tarone (1980) [2], Faerch & Kasper (1983) [3], and Dornyei & Scott (1997) [4] was used to analyse and identify students’ use of CSs in their recorded speaking performance. Data from recordings and informal interviews with the students will help provide recommendations for English teaching and learning for communicative competence in Vietnam.
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American Journal of Educational Research. 2016, 4(3), 283-287. DOI: 10.12691/education-4-3-9
Pub. Date: March 19, 2016
12362 Views5390 Downloads
Critical Perspective on Language Teaching to Establish Indonesian Society that Have Critical Language Awareness
Original Research
This paper aims to provide an alternative paradigm of language teaching which is expected to form the students to have a critical language awareness. Indonesian society is still dealing with the dominance of various public discourse that does not enlighten the public. After "consuming" the dominant discourse generated by Soeharto's New Order regime within 32 years, the people of Indonesia are still faced with many viewpoints tend not to enlighten are produced by the mass media editors, genders activists, political elites, advertising producers, and religious leaders. People are increasingly confused and even frustrated at not being able to understand well the various public discourse. There are no rights and obligations in generating and interpreting public discourse. Consumers are especially disadvantaged in the various public communications. This condition should be the concern of education, particularly language teaching. Students should be taught critical perspective from an early age so that they are sensitive to the use of language that seem "innocent", but actually oppressive. Unfortunately, the conditions that have not been addressed properly by the designer of Indonesian language teaching (ILT). ILT in the curriculum 1984, 1994, and 2006 using a communicative approach that aims to achieve the student's ability to communicate through four language skills: listening, speaking, reading, and writing. The ILT is still not able to produce students or people who have a critical language awareness, as a condition to form a civil society. Students are no longer sensitive to the details in respect of the use of language in communication: effectiveness, politeness, ideology, and power. Therefore, there must be a paradigm shift in language teaching, the prioritization of critical perspectives in developing the language curriculum to achieve emancipation. It is suitable for a nation-state that had experienced a very long colonization by other nations, in this case, Indonesia. The spirit of this emancipation can be tracked on the Frankfurt school of sociology, systemic functional linguistics, and critical linguistics or critical discourse studies. Since the beginning of the student should be introduced and naturalized to the role and function of language as a semiotic instrument in shaping human culture.
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American Journal of Educational Research. 2016, 4(3), 273-282. DOI: 10.12691/education-4-3-8
Pub. Date: March 17, 2016
10377 Views3699 Downloads2 Likes
Topic Needs in Advanced Mathematics Courses of Bachelor in Secondary Education – Mathematics Students
Original Research
This study presents the topic needs in the Advanced Mathematics courses of the Bachelor in Secondary Education (BSE) program major in Mathematics. The study sought topics needed by prospective Mathematics teachers in the Secondary based on the Commission on Higher Education framework and the National Competency-Based Teacher Standards (NCBTS) for the BSE Program relative to the Philippine Licensure Examination for Teachers (LET). It was found out that most of the topics in each of the courses offered in the program conform to the aforementioned standards. However, there are topics which were found to be less needed. Hence, a revisit to the existing course content is highly wanting through proper and correct benchmarking procedures. Moreover, the introduction of softwares in Mathematics, especially in Statistics, was also recommended.
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American Journal of Educational Research. 2016, 4(3), 268-272. DOI: 10.12691/education-4-3-7
Pub. Date: March 16, 2016
19539 Views5727 Downloads
A Study on Digital Media Technology Courses Teaching Based on Flipped Classroom
Original Research
This essay, beginning with the problems existed in digital media technology course, introduces the flipped classroom, and then establishes the digital media technology course teaching mode based on this theory. And finally, an empirical research of flipped classroom teaching based on “web page design and production” is conducted. And according to the study, flipped classroom is appropriate for digital media technology course, because it helps inspire students’ enthusiasm and initiative, train their practice ability in computer media technology. The flipped classroom provides a new method for traditional teaching reform.
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American Journal of Educational Research. 2016, 4(3), 264-267. DOI: 10.12691/education-4-3-6
Pub. Date: March 16, 2016
10013 Views3443 Downloads
Teaching Parasitology with Concept Maps in Laboratory Lessons for Teacher Education Courses
Original Research
This paper presents a teaching strategy developed for lab lessons in a course of Human Parasitology, within the Biological Sciences Teaching Education Course, at the Faculdade de Formação de Professores, Universidade de Pernambuco, FFPG – UPE, located in Garanhuns, Brazil. The proposed strategy was supported by Concept Maps. These are tools whose theoretical foundations lie in Ausubel’s Meaningful Learning Theory. The course was taken by a group of 6th semester undergraduate students that were studying to be middle and high-school biological sciences teachers. We have observed that Concept Mapping has favoured the interaction between students, and thus made the lessons about Human Parasitology more interesting. Moreover, the produced Concept Maps showed evidence of progressive differentiation and integrative reconciliation of the proposed concepts. Thus, we argue that Concept Maps are relevant resources for teaching parasitology in lab lessons, enriching the teaching strategies, and thus making them potentially more meaningful for course development in a Teacher Education Course.
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American Journal of Educational Research. 2016, 4(3), 254-263. DOI: 10.12691/education-4-3-5
Pub. Date: March 16, 2016
26316 Views7541 Downloads13 Likes
Teachers’ Perception toward Quality of Education and Their Practice: The Case of Godar Secondary Schools, Ethiopia
Original Research
The purpose of this study was to investigate teachers’ perception and practice toward quality of education in secondary schools of Gondar. In order to attain this objective, the following questions were raised: how do teachers perceive quality education, what is the relationship between teachers’ perception process and their practice and the challenging constraints to quality of education. To this effect, descriptive survey method was employed. The information used in this study was obtained through questionnaires, focus group discussions and observation. Purposive sampling technique was employed to select 103 teachers (87 male and 16 female). Six sections of classrooms were observed and two group discussions carried out with department heads (23 participants of male teachers) into two secondary schools. Data were analyzed by both Descriptive and inferential statistics through percentages, t-test, correlation and one-way repeated measures ANOVA. Results indicated that teachers’ value input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching-learning processes revealed that, as teachers’ perception toward quality teaching-learning process increases their practice of elements of constructivism also increases. Finally, recommendations were forwarded on the basis of the findings that teachers view the quality of education in terms of input.
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American Journal of Educational Research. 2016, 4(3), 248-253. DOI: 10.12691/education-4-3-4
Pub. Date: March 14, 2016
18019 Views5709 Downloads4 Likes
The Role of a Learner Engagement Manual in the Dynamics of the Language Classroom
Original Research
This study addresses the pressing need of engaging learners of English as a foreign language at basic education level in meaningful learning experiences. It investigates the role of a learner engagement manual on classroom dynamics. The researcher designed a learner engagement manual and trained twenty pre-service teachers at the College of Education and Basic Sciences at Ajman University of Science and Technology on using it at practical training schools. An observation sheet was applied before the training on the manual. It was later applied to the same classrooms after the training. Descriptive statistics such as means, standard deviation and Wilcoxcon equation using the SPSS Version 20 were used to measure the effectiveness of the manual. Results show that the learner engagement manual helps both teachers and learners create an entertaining, dynamic and engaging classroom. These results have an implication for curriculum developers, teachers and test developers for involving learners as active participants in all aspects of the teaching-learning process.
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American Journal of Educational Research. 2016, 4(3), 234-247. DOI: 10.12691/education-4-3-3
Pub. Date: March 12, 2016
12890 Views5217 Downloads1 Likes
Teaching Medical Students History Taking Content: A Systematic Review
Review Article
Context: The medical interview is a cornerstone of clinical practice. Teaching medical students how to take a history can be broadly divided into two components: teaching the process of history taking and teaching the content of history taking. While there is a growing awareness of how history taking processes can be taught, effective history taking content teaching methods remain unclear. Objectives: To identify educational interventions targeting history taking content and how they have improved medical students’ performance. Methods: A literature search in Medline, PsycINFO, Embase and ERIC was performed independently by two authors encompassing 1980 to 2015. Only studies focusing on improving undergraduate medical student history taking content were included. Results: Six articles were included: four Randomized Controlled Trials and two Quasi-Experimental studies. All interventions were additional to traditional teaching methods. Two studies investigated the use of online video demonstrations while two other studies examined the use of computer and mannequin-based human patient simulations. One study investigated the use of a virtual clinic platform while the last study used a written structured history taking pro forma. Outcome measures included: Objective Structured Clinical Examinations (OSCE), Standardized Patient Encounters, written tests and case histories. Overall, five of the six studies showed a positive impact on medical student performance. Conclusions: Most studies in this review showed a positive impact on student performance via objective assessments. While the majority utilized electronic learning methods, there are very limited studies focusing on educational interventions targeting history taking content.
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American Journal of Educational Research. 2016, 4(3), 227-233. DOI: 10.12691/education-4-3-2
Pub. Date: March 12, 2016
9531 Views3081 Downloads3 Likes
Empirical Research on the Curriculum Satisfaction of Postgraduates in Mathematics
Original Research
This research focused on the experience and cognition of postgraduates in mathematics in mainland China to their curriculum, aimed at the figuring out their Curriculum Satisfaction. We adopted a close-ended structure questionnaire and mainly investigated the satisfaction of following five aspects: curriculum goal, curriculum content, curriculum implementation, curriculum evaluation and curriculum resources. A total of 166 postgraduates in mathematics from 19 universities in participated in this investigation. The results indicated that most postgraduates were generally satisfied with current curriculum, but their satisfaction degree was not high. What the postgraduates were most dissatisfied with were curriculum content and curriculum evaluation. Therefore, the curriculum content and curriculum evaluation should be paid special attention to when we reform the postgraduates’ curriculum.
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American Journal of Educational Research. 2016, 4(3), 221-226. DOI: 10.12691/education-4-3-1
Pub. Date: March 11, 2016
9183 Views3022 Downloads