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Volume 5, Issue 10

Academic Self Concept and Academic Achievement of Secondary School Students
Original Research
At the level of secondary school, student’s self-concept about their academic capabilities plays an important role. The aims of the study were to examine the relationship between academic self-concept and academic achievement of secondary students and to compare the academic self-concept of male and female secondary students. Sample of the study were 615 secondary school students of both genders (Male 317, Female 298, aged 14-17 years). The sample was drawn from 15 secondary schools affiliated with CBSE board, session 2016-17 of Varanasi city, India. Academic achievement was measured by self-reported Cumulative Grade Point Average (CGPA) of the previous year. Academic self-concept was measured using Kample and Naik (2013) Academic Self Concept Scale (ASCS), which was composed of 57 items, distributed in 8 subscales namely Academic Ability, Academic Interests, Study, Examination, Academic Interaction, Academic Efforts, Curriculum, and Academic Future. The result of the study revealed that there was a positive relationship between academic self-concept and academic achievement and this relationship was stronger for female students (r = .28) than that of male students (r = .17). Moreover, gender differences in the academic self-concept of the students were also found. Female students had significantly higher academic self-concept than male students.
American Journal of Educational Research. 2017, 5(10), 1108-1113. DOI: 10.12691/education-5-10-13
Pub. Date: November 17, 2017
11909 Views3404 Downloads3 Likes
Influence of Student-Teacher Communication on Students’ Academic Achievement for Effective Teaching and Learning
Original Research
This paper examines the influence of student-teacher communication on students’ academic achievement for effective teaching and learning. Three objectives of the study, three research questions and three research hypotheses guided the study. The population of the study comprises of all 100 level and 200 level undergraduate students from the Department of Educational Psychology Guidance and Counselling, University of Port Harcourt Rivers State. The total population of the undergraduates from the Departments is four hundred and thirty (430) students. Purposive sampling technique was used in selecting one hundred and fifty (150) students from the entire population as the sample for the study. A structured questionnaire was used as instrument for data collection tagged Students-Teacher Communication Questionnaire (STCQ). Validity of the instrument was done by experts in the field of Educational Psychology, and the reliability was established using Cronbach’s Alpha Analysis and the reliability coefficient of 0.75 was obtained. Mean, standard deviation and Regression Analysis were used as statistical tool for the study. Findings from the study reveals that that students have a strong positive relationship between their level of communication and their academic achievement in schools, student have a very weak positive relationship between their attitude and their academic achievement in school, the findings also revealed a very strong positive relationship between students’ benefits on student-teacher communication and their academic achievement in the department. Based on these findings conclusion and recommendations were made.
American Journal of Educational Research. 2017, 5(10), 1102-1107. DOI: 10.12691/education-5-10-12
Pub. Date: November 17, 2017
11699 Views2849 Downloads
Job Satisfaction of Secondary School Teachers in Relation to Personality and Emotional Intelligence
Original Research
The objective of the study is to investigate the effect of personality and emotional intelligence on job satisfaction. Entire secondary school teachers working under West Bengal Board of Secondary Education (WBBSE) are considered as population. The survey sample included 888 secondary school teachers. Job satisfaction scale (JSS), emotional intelligence inventory (EII), both developed and standardized by the investigators and culturally adapted big five inventory (BFI) were used to collect from samples. Result revealed that high emotional intelligent teacher possesses high level of satisfaction than that average as well as low level emotional intelligent teacher. It is also observed that conscientious and agreeable teachers are highly satisfied with their teaching job whereas neurotic teachers did not satisfied with their teaching job.
American Journal of Educational Research. 2017, 5(10), 1097-1101. DOI: 10.12691/education-5-10-11
Pub. Date: November 16, 2017
6995 Views2042 Downloads1 Likes
Analysis of the Spoken English Used by Teachers in Kenyan Primary School Classrooms: Phonological and Grammatical Variations
Original Research
The research reported in this paper identifies and describes phonological and grammatical variations in the English spoken by teachers at Kenyan primary school level, correlates the variations observed with the teachers’ amount of education completed in the English language and discusses pedagogical implications of the emergent patterns. First, the results indicate that the teacher’s spoken English varies from the British standard variety - the model of correctness at all the education tiers in Kenya - and second, that the amount of education a speaker has completed in the English language significantly influences language variability. The findings imply that if more primary school teachers were to receive further exposure to English grammar and phonology through the continuing education programs available in Kenyan universities, their spoken English would then vary less from the standard English and international mutual intelligibility would be improved.
American Journal of Educational Research. 2017, 5(10), 1087-1096. DOI: 10.12691/education-5-10-10
Pub. Date: November 15, 2017
8492 Views2601 Downloads2 Likes
Development of Mathematics Learning Tools Based Van Hiele Model to Improving Spatial Ability and Self-Concept Student's of MTs.S Ulumuddin
Original Research
This research aims to describe: (1) product validity of learning device development based on Van Hiele model, (2) the practicality of product development of learning device based on Van Hiele model, (3) the effectiveness of product development of learning device based on Van Hiele model, (4) improvement of students' spatial skills by using the tools that have been developed based on Van Hiele model, (5) increase the ability of self-concept students by using the device that has been developed based on Van Hiele model. The research was a development research. The development model was used 4-D model consisting of four stages, namely: Defining, designing, developing and distributing. The study to test trials was conducted on the class VIII of MTsS Ulumuddin. Test trials 1 conducted on the class VIII-2 and test trials 2 was conducted on the class VIII-3. Based on the results of the development it¡¯sshowed that: (1) The valid learning tools developed with the total average validity of RPP¡¯s score was 4.50, Student Book¡¯s score was 4.30, Master Book¡¯s score was 4.30, and LAS¡¯s score was 4.40; (2) The practical learning tools developed showed based on students¡¯ activities within the prescribed tolerance limits; (3) The effective learning tools developed can be seen based on from the students' learning completeness in the classic, and achievement of learning objectives of at least 80% (4) The average achievement of students' spatial ability in the trial I was 3.15 increased to 3.51 in trial II; and (5) The average achievement of students' self-concept trial I was 3.03 increased to 3.16 on trial II.
American Journal of Educational Research. 2017, 5(10), 1080-1086. DOI: 10.12691/education-5-10-9
Pub. Date: November 13, 2017
8489 Views2900 Downloads
Exploration of Internship Experience and Satisfaction Leading to Better Career Prospects among Business Students in UAE
Original Research
Internships have been perceived to play an important role in providing work experience to the students along with their academic coursework. Students gain a firsthand experience of working environment, and application of theoretical principles to the real world problems. The internship experiences are perceived to be formed of a number of factors, such as the supervisory support, working environment, level of tasks, and learning gained from the same. These dimensions are relatively unexplored with respect to the practice of internship in UAE, thus the present research was undertaken. The researcher found the result synonymous to previous findings, wherein the validated constructs of comfort with work environment, positive work environment ,personal traits, and developed new skills were found to have a positive impact on internship experience. Also, the satisfied students were found to be more positive and enthusiastic with respect to expectations for future job prospects.
American Journal of Educational Research. 2017, 5(10), 1065-1079. DOI: 10.12691/education-5-10-8
Pub. Date: November 09, 2017
14717 Views3725 Downloads
Modalities to Collaborate in the Social Construction of Conceptual Maps: A Comparison between Individual and Collective Productions
Original Research
The main aim of this research is to recognize and differentiate several kinds or modalities of elaboration of a cognitive product in pairs, in this case, the elaboration of conceptual maps. These modalities come from a comparative analysis between individual and collective productions. This comparison is not concerned only with the quality of the productions, but also with qualitative differences that could show processes of social influence. In this case, it is interesting to analyze the different modalities of social interaction and of reaching consensus. After a master lecture of a professor, 24 university students were requested to individually produce a conceptual map of the topic. The students were able to consult their notes. Finally, in pairs, they were asked to collaboratively develop a single conceptual map, consulting their respective individual conceptual maps, but not their notes, which were taken away. The analysis is based on a comparison, inside each pair, between the individual and the collective conceptual maps. This analysis includes both cognitive (content) and formal (graph) aspects. Two dimensions were considered: homogeneity-heterogeneity and symmetry-asymmetry of individual contributions. The crossing between these dimensions allowed to differentiate the modalities of the collective construction. Finally, the article analyses the relation between cognitive and formal aspects, which are not always in accordance. The most general conclusion is that, concerning the social construction of conceptual maps, the cognitive contribution of each subject/student to the collective production must be differentiated from the instrumental operation of drawing the map.
American Journal of Educational Research. 2017, 5(10), 1058-1064. DOI: 10.12691/education-5-10-7
Pub. Date: November 09, 2017
6871 Views2676 Downloads
National Libyan Public Education Reform: Entire Transformative Strategies, 2020-2026
Original Research
Teachers and students are at the heart of education structure, interaction, and even innovation. Teachers are the conveyors of ideas and practices and the source of knowledge of their learners. Libyan teachers are fulfilling this role in a challenging context, because they are teaching students whose education process has been unstable for a long time. At the same time, teachers and students are in a difficult administrative situation. They are constrained, that is, the extent to which they can decide what they are going to do is limited because of the way things are decided in Libya. These constraints may come from several difficulties, such as current economical influences, discouraged forms of education, changeable curriculum, bureaucratic schools and university systems, conservative community, two generations of university teachers (old-generation teachers and new-generation teachers), and uncertain education policy. Other factors are the way learners used to learn (learning styles), and current political upheavals (civil war) that influenced the entire stability of the education in Libya and led to two ministries of education (east and west Libya). In other words, the entire Libyan education is affected by politics, culture, and administration factors for over 46 years. These issues have led to such complicated situations in all education sectors. Therefore, if the education status should be changed, six years of gradual reform phases may be required so that a new generation of students will start with the pre-kindergarten stage starting 2026. This idea is a result of several studies, including my PhD on the Libyan education context, which led to an insight on implementing complete reform approaches for the entire Libyan education. This ground-up process is called the National Libyan Public Education Reform. This paper will propose a framework of reforming Libyan education that considers the current situation, educators, and learners and is divided into three stages: to evaluate, prepare, modify, and introduce the new Libyan education in six years’ time.
American Journal of Educational Research. 2017, 5(10), 1044-1057. DOI: 10.12691/education-5-10-6
Pub. Date: November 09, 2017
7934 Views3362 Downloads2 Likes
First-Year College Students’ Knowledge in Chemistry: Is It Adequate?
Original Research
A total of 502 randomly selected incoming freshmen students were asked to answer Chemical Concepts Inventory questionnaire containing 22 multiple choice questions. These students graduated from a total of 150 private and public high schools. The sample is composed of 273 female and 229 male students. The Chemical Concepts Inventory developed by Mulford was meant to measure students’ conceptual understanding of common topics taken in a general chemistry class as well as alternate conceptions on these topics. Results indicated that these sampled high school graduates were not able to fully master some basic concepts in chemistry. Female and male students have mean scores of 4.63 and 4.75 respectively. Further analysis using t test of independent samples revealed that the mean scores did not differ significantly when students are grouped according to gender and type of school. This may indicate that these students did not fully understand the concepts covered in the inventory during their high school chemistry.
American Journal of Educational Research. 2017, 5(10), 1039-1043. DOI: 10.12691/education-5-10-5
Pub. Date: October 31, 2017
6753 Views2853 Downloads
Effects of Approach Cooperative Learning Type (TPS) Think, Pair, and Share of Results of Learning Civic Education in Primary
Original Research
Purpose of this study was to determine the effect of the use of cooperative learning approaches types think, pair, and share the learning outcomes of civics in elementary school fifth grade students. The research was conducted in Kebon Baru SDN 10 Pagi by the sample is fifth grade students in the second semester of academic year 2016-2017. Samples were taken using simple random Sampling. Technique using the experimental method. The data collection techniques performed by using a test sheet or tests performed after a given learning material. Sheet test or tests to determine student learning outcomes Civics, which had previously been done testing the validity and reliability with justification experts and analyzed with normality and homogeneity test both the control and the experimental class class. The test results showed that both classes of normality normal distribution. The test results showed that the homogeneity of both classes homogeneous. After testing requirements analysis, then tested the hypothesis by t-test calculation. Based on the results of the calculation of the t-test, the null hypothesis (Ho) is rejected and the working hypothesis (H1)is received. From these calculations it can be concluded that the use of cooperative learning approaches types think, pair, and share a significant effect on learning outcomes civics in elementary school fifth grade students. The implication of this study is the use of cooperative learning approaches types think, pair, and share in the learning can be applied Civics teachers to improve student learning outcomes.
American Journal of Educational Research. 2017, 5(10), 1035-1038. DOI: 10.12691/education-5-10-4
Pub. Date: October 27, 2017
6107 Views2222 Downloads4 Likes
Modular Instruction Enhances Learner Autonomy
Original Research
The paper presents the importance of using modules in the language classroom to effect autonomous learning among the language learners. Modular instruction is an alternative instructional design that uses developed instructional materials which are based on the needs of the students. Students are encouraged to work on various activities that are interesting and challenging to maintain focus and attention [1], thereby encouraging independent study. The research discusses the benefits of using modules for instruction such as the acquisition of a better self-study or learning skills among students. Students engaged themselves in learning concepts presented in the module. They developed a sense of responsibility in accomplishing the tasks provided in the module. With little or no assistance from the teacher, the learners progressed on their own. They learned how to learn; they were empowered.
American Journal of Educational Research. 2017, 5(10), 1024-1034. DOI: 10.12691/education-5-10-3
Pub. Date: October 20, 2017
27539 Views3505 Downloads3 Likes
Development of Project-Based Instructional Models for Interior Planning 3 Courses, Fakulty of Art and Design Trisakti University
Original Research
This study aims to increase the final value in the course of Interior Planning 3, Faculty of Art and Design – Trisakti University. The research based on acquisition of value over the last 5 years, from star of Academic Year 2010/2011 to Academic Year 2014/2015 in Odd and Even Semesters. The condition is that almost all students have difficulties to complete the task in the form of Portfolio correctly, on time and representative. This research refers to The Dick and Carey Instructional Models up to the ninth step combined with the John Larmer Project-Based Learning Model from the Buck Institute for education in the sixth step and the Interior Design Planning Concept, with research subjects being Interior students, Faculty of Art and Design – Trisakti University. The experimental research has been done through expert validation, such as: Instructional Design, Media and Instructional Materials and conducted on the students by conducting Pre-Test and Post-Test ‘One to one’ test for 3 students, Small Group trials with 9 Students, Field trials I with 15 students and Field trials with 31 students. The trial is declared viable and effective to be developed and applied to the Interior Planning 3 Courses so that students can complete Portfolio assignments correctly, timely and representative with a project-based approach in the design process, where students are able to think creatively, independently and collaboratively work in do: Gathers information both from literature and field surveys as ‘Input’, conducts a ‘Process’ of study and analysis of the collected information to determine the design concept as the end result or ‘Output’. The results of this study are recommended in the form of: Textbooks, Lecturer Guides and Student Guides. Thus it can be concluded that this Project-Based Learning Model can increase the final grade of students in the Course of Interior Planning 3, Faculty of Art and Design – Trisakti University.
American Journal of Educational Research. 2017, 5(10), 1017-1023. DOI: 10.12691/education-5-10-2
Pub. Date: October 20, 2017
8918 Views2260 Downloads
Exploring Experiential Learning (EL) in Masters of Public Administration Programs
Original Research
This project involves exploring the use of experiential learning in Masters of Public Administration (MPA) Programs. This research draws upon mostly primary sources including catalogue, institution policies, and a collection of comments from graduates. The literature review of research focus is problems, issues and prospects of using experiential learning approaches such portfolios and internships to support MPA student learning outcomes. This focus supports the view of teaching theory and practical experience in the MPA curriculum which is most influential on post-graduate career accomplishments in the 21st Century.
American Journal of Educational Research. 2017, 5(10), 1009-1016. DOI: 10.12691/education-5-10-1
Pub. Date: October 17, 2017
6834 Views2602 Downloads3 Likes