by Bruno U. Onyekuru and C. J. Ugwu
Original Research
This correlational study investigated bullying as a correlate of anxiety among 712 bullied victims in secondary schools in Imo State using purposive random sampling techniques. Four research questions, four hypotheses and two instruments titled: Bullying Victims Identification Questionnaire (BVIQ) and Bullying and Anxiety Relationship Scale (BARS) with test-retest reliability coefficient of 0.71 and 0.72 respectively guided the study. The results showed significant joint and separate positive relationships between physical, verbal, social bullying and social anxiety and test anxiety respectively. It was recommended that school counsellors should develop anti-bullying policies, mount campaigns and organize seminars to actualize free bulling environment in order to enhance academic activities.
American Journal of Educational Research. 2017, 5(1), 103-108. DOI: 10.12691/education-5-1-16
Pub. Date: February 04, 2017
9962 Views3156 Downloads1 Likes
by Betty-Ruth Ngozi Iruloh and Chinelo Joy Ugwu
Original Research
Higher education in Nigeria is increasingly becoming more competitive and service oriented. This is highlighted by the introduction of private universities and increase in school fees in public institutions of higher learning. There is growing need for universities to monitor students’ satisfaction and adopt entrepreneurial approach in service delivery to meet up with the growing competition. The purpose of this study was to measure the level of overall undergraduate students’ satisfaction with their universities. The relationship between undergraduate students’ overall satisfaction and four key dimensions of students’ educational experiences: Teacher effectiveness, classroom environment, administrative services, and curriculum content were investigated. Student Satisfaction Questionnaire (SSQ) was used to gather information from a sample size of 540 students. A reliability coefficient of 0.78 was obtained using test re-test method. Data was analyzed with descriptive statistics, Pearson Product Moment Correlation, t-test, ANOVA and ANOCOVA at 0.05 level of significance. The findings showed that the respondents expressed overall dissatisfaction with their educational experience in their various institutions. Students were not satisfied with classroom environment and administrative services but slightly satisfied with their teacher effectiveness and curriculum contents. Male students were more dissatisfied than their female counterparts. Recommendations were made; the university should endeavour to annually administer survey questionnaire to find out overall students satisfaction with the school experiences and the administrations.
American Journal of Educational Research. 2017, 5(1), 97-102. DOI: 10.12691/education-5-1-15
Pub. Date: February 04, 2017
8884 Views2754 Downloads1 Likes
by Dahlia Novarianing Asri, Punaji Setyosari, Imanuel Hitipeuw and Tutut Chusniyah
Original Research
The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in learning mathematics by applying a project-based learning strategy and a conventional learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated learning and the interaction effects of project-based learning strategies and self-regulated learning in accordance with academic procrastination of junior high school students in learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in learning mathematics for junior high school students who got the project-based learning strategy and conventional learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated learning, and (3) an interaction effect of project-based learning and self-regulated learning strategies on academic procrastination of junior high school students in learning mathematics.
American Journal of Educational Research. 2017, 5(1), 88-96. DOI: 10.12691/education-5-1-14
Pub. Date: February 04, 2017
10926 Views3725 Downloads
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American Journal of Educational Research. 2017, 5(1), 80-87. DOI: 10.12691/education-5-1-13
Pub. Date: January 23, 2017
1188 Views269 Downloads
by Kyoko Matsumoto, Kimihito Takeno, Makoto Urata, Michio Matsubara, Takahiro Kato, Nobuo Suzuki and Kazuichi Hayakawa
Original Research
In Japan “Basis Act on Ocean Policy” was enacted in 2007 and then “Basic Plan on Ocean Policy” was enacted in 2013, which is advocated “to be enriched education about ocean in elementary, junior and senior high school.” However the learning contents of marine education, teaching methods and measurement of effectiveness are still remains an open research problem due to less practice cases. The purpose of this study was to evaluate the effect of marine education in elementary and junior high schools through an analysis of the value consciousness using text mining. This study was employed a questionnaire survey targeting all elementary school’s 4th, 5th, 6th and junior high school’s 1st, 2nd, 3rd grades in Noto town, Ishikawa prefecture, Japan. Only one elementary school had received marine education, which is called satoumi learning, as a pilot school. A comparison was made between the students of the pilot school and the students of the other four elementary schools and the students of four junior high schools. The students of the pilot school have the highest motivation to engage in satoumi learning compared to other elementary and junior high school students. According to the structure of consciousness, the students of the pilot school used term of “precious” to present about ocean. The results appear to show that marine education affected their value consciousness. On the other hand, other elementary school students imagined a connection with ocean through daily life. The junior high school students recognized that satoumi learning is connected to their community, life, and future. Therefore, the study determined that implementing relatable learning content in a child’s daily life is required to foster their relationship with nature.
American Journal of Educational Research. 2017, 5(1), 76-81. DOI: 10.12691/education-5-1-12
Pub. Date: January 21, 2017
9812 Views2716 Downloads1 Likes
by Jude Mukoro
Original Research
Sex education consists of the two main elements of knowledge and value, since both aspects are fundamental to a good sex education [1]. This position resonates with that of Halstead and Reiss in their affirmation that sex education is a value-laden activity [2]. In an ideal case scenario, the knowledge and values which form the basis of sex education ought to be in harmony, and also support and complement each other instead of expressing contradictory positions. In other words, proven scientific facts and cultural practices that are communicated in sex education ought to be in sync with each other in order to prevent a disorganised or confusing sex education. Yet in reality, this is often not the case. This article engages with the problems which ensue when friction or disharmony between knowledge and values in sex education exist. An important aspect of this article is to demonstrate the distinction between facts and values, particularly when this occurs in sex education in the Nigerian context. Thereafter, several possible models of confronting these problems are analysed in order to discover their strengths and weaknesses. On this basis, conflict-awared sex education is advanced as a much better model of sex education in the light of these problems.
American Journal of Educational Research. 2017, 5(1), 69-75. DOI: 10.12691/education-5-1-11
Pub. Date: January 17, 2017
15629 Views4467 Downloads
by Vidhya. Gopinath and Deepak. Nallaswamy
Review Article
BACKGROUND: In the recent years, the use of assessment or adjunct tools as a part of teaching has become more wide spread across medical and dental schools. Educators have sought different methods of teaching in the dental curriculum The present curriculum has changed from teacher-centred approaches to more student learner approaches. Lectures, discussions, computer assisted learning, audiovisual source, video based learning, demonstration and role play are different teaching methods employed in educational institutions. Of which, video based learning is a major contributor in dental education. But still there is no clear summary for the evidence for the most effective method of teaching. The aim of this study was to assess the most effective method of teaching dentistry to dental students when compared to video based education. SEARCH METHODOLOGY: The database search yielded 40 articles out of which only 28 articles were selected after title exclusion.Full texts were obtained for the remaining 14 articles. 10 articles were selected based on the inclusion criteria and 4 articles were excluded based on the abstract. The finally selected 10 articles were subjected to data extraction. Results: Overall the studies included in this systematic review, there appears to be no difference in the effectiveness of the teaching method over the others. But video based teaching has proved better outcome as an adjunct with the other teaching methods.
American Journal of Educational Research. 2017, 5(1), 63-68. DOI: 10.12691/education-5-1-10
Pub. Date: January 17, 2017
8515 Views2869 Downloads
by Paula Mariza Zedu Alliprandini, Gisele Fermino Demarque Jeronymo, Natália Moraes Góes, Ludimila Alves Silva and Camila Adriana de Oliveira
Original Research
This paper is based on the theoretical referential of the Cognitive Psychology/ Information Processing Theory, aiming to investigate how people learn, structure and use the acquired knowledge. This study aimed to analyze reports about pedagogical practices executed by tutors on Distance Learning, regarding the encouragement to use cognitive, behavioral and self-regulatory learning strategies by the students. Fifty-six tutors from a Public Institution from the Center-West region of the country took place on it. Data collection was made by means of a questionnaire, using the tools of Google Drive made available to the tutors in the platform of the course. Answers were analyzed by means of the theoretical contribution of the Content Analysis. Generally, it was observed that the pedagogic practices of the participants were focused in promoting the use of learning strategies, being the cognitive ones the more encouraged ones with regards to the behavioral and self-regulatory ones. Behavioral and self-regulatory strategies of emotion control were the less incentivized ones. Thus, it is suggested that the training of tutors should be directed towards studies about learning strategies and that new studies are performed, especially regarding affective and emotional strategies regarding the emotion control of the student. Also, considering the lack of intervention studies, the execution of intervention proposals focused on using learning strategies, especially in Distance Learning, is suggested.
American Journal of Educational Research. 2017, 5(1), 56-62. DOI: 10.12691/education-5-1-9
Pub. Date: January 11, 2017
7545 Views2834 Downloads
by Takekuni Yamaoka and Shinji Matsumoto
Original Research
The purpose of this study was to investigate the practice model in science based on questioning framework for inducing cognitive conflicts. Using “puzzling picture” effectively depends on the questions that the teacher asks. First, the teacher uses divergent questions to elicit various responses. After that, the teacher uses convergent questions to focus on science topics. The content of the experiment was to perform a description of the after-image effect. When one tries to observe the water droplets using a stroboscope, water droplets appear to fall, be stopped, or climb. The lesson pertaining to this educational program was administered to 96 in the 10th grade students to determine the effects of the questioning framework. The content of the survey-questionnaire and worksheet were analyzed by using quantitative manner. The following were the results of the study: 1) it is not just fun, it is also beneficial at learning principles of natural science; 2) through the use of “think-pair-share” worksheet describing the interaction with others, the results of reasons were to be easily observed; 3) using the prior knowledge, obtaining new knowledge from others, and formulating new questions.
American Journal of Educational Research. 2017, 5(1), 50-55. DOI: 10.12691/education-5-1-8
Pub. Date: January 11, 2017
11087 Views3098 Downloads
by Joash Mutua Wambua, Catherine Wambui Wambua and Peter Changilwa Kigwilu
Original Research
The role of motivation in enhancing students’ academic achievement cannot be gainsaid, moreso intrinsic motivation. International discourses attribute students’ academic achievement to their perceived possible selves. However, most studies on possible selves have largely been conducted among students in high schools outside Africa. Thus, the concept of possible selves remains under-researched in the African context. This study investigated possible selves of undergraduate students from selected universities in Kenya. It explored possible selves’ differences between male and female students, private and public universities, and profession-vowed Catholic students versus those that are not. The study sampled 167 students in five universities; two public universities and three private universities. Questionnaires were piloted to 31 students and validated by experienced educational psychologists. The reliability of the questionnaires, measured using the Cronchbach statistic, was 0.78. The study found higher achievement possible selves among female students than male students. Students in both public and private universities held similar possible selves for achievement; however, female students had higher physical health possible selves than male students. Higher physical health possible selves were also found among students from private universities than in public universities. However, there was no significant difference in possible selves’ between students who were profession-vowed Catholics (fathers, brothers, and sisters) and the non-profession vowed students. Implication arising from the findings is that universities can build on the relatively high achievement possible selves of students to enhance their academic achievement. Universities may use the findings to interrogate student motivation hence improve academic advising accordingly.
American Journal of Educational Research. 2017, 5(1), 43-49. DOI: 10.12691/education-5-1-7
Pub. Date: January 10, 2017
10520 Views2872 Downloads
by Jenna Kourajian, Sherri Stastny and Ardith Brunt
Original Research
Background: Many college students do not have the knowledge to make traditional dishes from simple ingredients, or cook a meal from scratch. Purpose: To evaluate the association between participants’ perceived cooking skills, food preparation frequency, selected indicators of diet quality and BMI. Methods: Non-experimental cross sectional survey design using questionnaire evaluating confidence in cooking skills (PCSS), food preparation frequencies (FPFS), diet quality (frequency of consumption of vegetables, fruits, whole grains, and low-fat dairy), and anthropometrics among 968 students at one Midwestern university. Correlations and chi square were performed to determine the relationships of PCSS/FPFS, indicators of healthy eating and BMI, and differences in response per variable, respectively. Results: Over half reported feeling very confident in their cooking skills; 15% report preparing meals daily. Higher PCSS was correlated to higher vegetable intake (P<0.001) and meeting the recommendations for vegetables (P<0.001). PCSS was not associated with meeting recommendations for fruits, whole grains, or low-fat dairy. Higher PCSS was correlated with higher BMI (P=0.001). PCSS was positively associated with FPFS (P<0.001). Although higher PCSS was not associated with fruit, whole grain, and low-fat dairy intake, students with higher PCSS may be more likely to prepare and consume vegetables.
American Journal of Educational Research. 2017, 5(1), 36-42. DOI: 10.12691/education-5-1-6
Pub. Date: January 10, 2017
9650 Views3147 Downloads
by Bernardo A. Zabala Jr
Original Research
The significant others of critically Ill patients played an important role in taking care of their patient confined at any hospital. They are considered morale and support booster, they were utilized for any errand activity in the hospital and lookout of the rest of members in the family and the for the patients This study sought to determine the perceptions of the selected 10 significant others whose critically ill patients were confined at the Intensive Care Unit of Dr. Paulino J. Garcia Memorial Research and Medical Center (PJGMRMC) Cabanatuan City, Nueva Ecija, Philippines. Qualitative research through case study was utilized. Prior consent from the respondents was sought prior to the conduct of research. Questionnaire, unstructured interview, and observation were the main tool utilized. Percentage, ranking, and weighted mean were the statistical tools utilized. Findings revealed that significant others fear are death of their patient. Anxious about the hospital bills, personal debt, and financial constraint. They were optimistic that their patient can survive. Experienced psychological distressed when their patient was at ICU. They are optimistic that their patients be healed, survived or recovered for their consciousness. They agreed that their greatest fears were helplessness and losing their loved ones. They cannot help but cry especially when their patients are unconscious and life saver equipment’s are attached to their patients. They were in distressed, experienced headaches, no enough rest or sleep. They do not have money for any emergency.
American Journal of Educational Research. 2017, 5(1), 30-35. DOI: 10.12691/education-5-1-5
Pub. Date: January 10, 2017
6603 Views2512 Downloads
by Queenie P. S. Law, Henry C. F. So and Joanne W. Y. Chung
Original Research
This study investigated the impact of a collaborative learning intervention on students’ self-efficacy, social skills and knowledge toward mobile apps development. Twenty-nine undergraduate students were recruited for participation in the research study. They participated in a 12-week collaborative learning intervention. The self-efficacy for learning and performance scales from the Motivated Strategies for Learning Questionnaire and Social Skills Inventory were used to evaluate students’ self-efficacy in mobile apps development and social skills respectively. A knowledge of mobile apps assessment form was designed to assess a student’s knowledge in mobile apps development. The results revealed that students experienced a significant increase in knowledge of mobile apps. However, collaborative learning only has a small positive effect on a student’s self-efficacy and social skills. Implications for practice and research are provided for future study.
American Journal of Educational Research. 2017, 5(1), 25-29. DOI: 10.12691/education-5-1-4
Pub. Date: January 10, 2017
11858 Views3522 Downloads1 Likes
by Lisa Hsu
Original Research
This study investigated the relationship of students’ satisfaction and learning interest when the teacher used a web-based learning platform. Participants were drawn from a tertiary institution in central Taiwan, ages ranging between 19 to 24 years old taken from two departments, the Department of Applied English and the Department of Computer Science and Information Engineering. Three hundred and two participants completed an online questionnaire, but only 225 questionnaires were valid when the data was analyzed. Data analysis was conducted descriptively, Pearson correlation, and ANOVA were computed to determine the answers to research questions posted in this study. The results of this study showed that students’ satisfaction and learning interest when using a web-based learning platform were positively correlated at a significant level. The outcome could be thereby interpreted as the more a teacher used a web-based learning platform in teaching instruction; the more likely the students were satisfied with the class which also impacted their learning interest. Also, the results showed only students’ satisfaction significantly differed in the aspect of students’ ages. However, the results did not show statistical significance regarding gender and department. This result can be interpreted that no matter what the gender or major, students’ experience of using a web-based learning platform for learning English was positive and valuable. In-depth discussions and pedagogical implications are addressed in the paper. At the end, the limitations of this study and future research directions are discussed as well.
American Journal of Educational Research. 2017, 5(1), 18-24. DOI: 10.12691/education-5-1-3
Pub. Date: January 10, 2017
10456 Views3687 Downloads
by Nestor Asiamah, Henry Kofi Mensah and Eric Fosu Oteng-Abayie
Original Research
In this paper, we use simulated data to find out if larger samples support estimation of population parameters by examining whether or not higher samples give rise to more precise estimates of population parameters. We simulated a normally distributed dataset and randomly drew 73 samples from it. Some basic statistics, namely the mean, standard deviation, standard error of the mean, confidence interval and the one-sample t-test significance were computed under some conditions for all samples. The correlation between sample size and each of these statistics was computed, among other statistical treatments. Our analysis suggests that larger samples produce estimates that better approximate the population parameters. The correlation between sample size and standard error of the mean is even stronger. We therefore conclude that larger samples lead to more precise estimates.
American Journal of Educational Research. 2017, 5(1), 9-17. DOI: 10.12691/education-5-1-2
Pub. Date: January 10, 2017
13919 Views1909 Downloads
by Eleni Tsami and Sophia Kitsou
Original Research
Foundation skills in mathematics seem to have a major impact on individuals’ life chances and they are provided in primary education (ISCED 1) whereas lower secondary education (ISCED 2) is designed to build on the learning outcomes of the primary level. The way mathematics is taught and learned seems to be influenced by a wide range of factors such as national policies and curricula, teachers and teacher education, the quality of teaching, etc. In this context, this paper discusses the results of a research carried out in 2015-2016 on first year students of lower secondary education so as to explore their views on and experiences towards teaching as is actually practiced in primary and lower secondary education while investigate the similarities and differences between the ways mathematics is taught in the Greek lower secondary education level in comparison to primary education.
American Journal of Educational Research. 2017, 5(1), 1-8. DOI: 10.12691/education-5-1-1
Pub. Date: January 10, 2017
10632 Views1861 Downloads