Skip Navigation Links.
Collapse <span class="m110 colortj mt20 fontw700">Volume 10 (2022)</span>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 5, Issue 11

Continuing Professional Development Program as Evidenced by the Lenses of QSU Licensed Professional Teachers
Original Research
Continuing Professional Development (CPD) program as applied in the teaching profession puts every Licensed Professional Teacher (LPT) at the center of leveraging the conditions and quality of teaching and learning in the Philippines. This study puts forward the idea that LPTs are self-directed and autonomous and lifelong learner-professionals driven by their internal motivation to be armed with the current knowledge in the educational topography. Employing the Explicative-Reductive Research design of Descriptive Research, it was found out that the LPT-respondents had a good to very good state of awareness on the impact of undergoing CPD program to their profession which manifests that they are self-directed, internally motivated, and autonomous and lifelong learner-professionals. Singles were found to be more cognizant on the impact of undergoing CPD than their married counterparts although both were much aware of its educational significance. Moreover, majority of the respondents were not in-favor of the CPD implementation in the country. It was concluded that LPTs are self-directed and autonomous and lifelong learner-professionals driven by their internal motivation to undergo professional development activities in arming themselves with the current knowledge to meet the needs of the times.
American Journal of Educational Research. 2017, 5(11), 1172-1176. DOI: 10.12691/education-5-11-10
Pub. Date: December 06, 2017
8898 Views2471 Downloads1 Likes
Application of Grey Numbers to Assessment of the Understanding the Graphical Representation of the Derivative
Original Research
Grey numbers, which are defined with the help of the real intervals, are very useful in the everyday life for handling approximate data. In the present paper grey numbers are used as a tool for assessing, with linguistic expressions, the student understanding of the graphical representation of the derivative. Although the proposed new assessment method is proved to be equivalent with an analogous method using Triangular Fuzzy Numbers developed in earlier works, the required computational burden is significantly reduced. A classroom application is also presented illustrating our results.
American Journal of Educational Research. 2017, 5(11), 1167-1171. DOI: 10.12691/education-5-11-9
Pub. Date: December 06, 2017
6472 Views2087 Downloads1 Likes
Effect of Solution Focused Brief Therapy on Adolescents' Self Concept among Secondary School Students in Ikpoba-Okha Local Government Area in Edo State
Original Research
This study investigated the effect of Solution Focused Brief Therapy on adolescents' self concept among secondary school students in Ikpoba-Okha Local Government Area in Edo State. The sample of the study was 493 students out of which 34 students were identified with low self concept. This sample comprised of nine (09) males and eight (08) females in the experimental group and five (05) males and twelve (12) females in the control group. To guide the study, three research questions and their corresponding hypotheses were raised and tested at 0.05 alpha level of significance. The data collected were analyzed using the descriptive statistics of mean and the independent sample student t - test. The results showed that students exposed to solution focused brief therapy had a higher mean self concept score than those in the control group at post-test, the students in the experimental group had a higher score at post-test when compared with their pretest and sex has no significant influence on the self concept score among the students in the experimental group at post-test. It was therefore recommended that schools should have trained counsellors to help the adolescent students build their self concept irrespective of their sex using solution focused brief therapy since the therapy is not sex biased.
American Journal of Educational Research. 2017, 5(11), 1162-1166. DOI: 10.12691/education-5-11-8
Pub. Date: December 05, 2017
5208 Views1565 Downloads1 Likes
The Effects of Scientific Inquiry Simulations on Students’ Higher Order Thinking Skills of Chemical Reaction and Attitude towards Chemistry
Case Study
This study investigated the effects of scientific inquiry simulations on higher order thinking skills and attitudes of chemical reaction. A mixed method approach was implemented; an experimental pre-test post-test and a focus group were conducted to collect data. Seventy-six students from 9thgrade were randomly assigned to the experimental and control group. Thirty-eight students participated in each group. A Higher Order Thinking Skills Exam, a Chemistry Attitude Scale and a Scientific Inquiry Worksheet were used for data collection. A focus group was also conducted with ten students from each group to shed more light on the findings. The results showed that the post-test scores and attitudes of students who were taught with scientific inquiry simulations were found to be higher than those in the control group who were taught with scientific inquiry activities. The findings support the notion that chemistry teachers should be supported to use scientific inquiry simulations for teaching chemistry.
American Journal of Educational Research. 2017, 5(11), 1158-1161. DOI: 10.12691/education-5-11-7
Pub. Date: December 02, 2017
6319 Views2618 Downloads3 Likes
Teachers’ Choice and Use of Examples in Teaching Derivatives
Original Research
Students’ understanding of a mathematical idea depends upon the examples used by their teachers. Thus, the key responsibility of a math teacher is to select examples that provide the best learning opportunities for students, as well as present the examples in the way most suitable to promote learning. The study reported here is part of a larger research program addressing the role and nature of examples in mathematical thinking, learning, and teaching. The main goal of this part of the study is to characterize mathematics teachers’ choice and use of examples in teaching derivatives. This study provided evidence of the application of instructional examples to teach derivatives in calculus courses.
American Journal of Educational Research. 2017, 5(11), 1152-1157. DOI: 10.12691/education-5-11-6
Pub. Date: November 30, 2017
6161 Views2328 Downloads2 Likes
The Influence of Learning Models and Critical Thinking toward Study Result by Controlling Students Interest
Original Research
The purpose of this research is to determine the effect of Learning and Critical Thinking Model with of the students Learning Outcomes. research Controlling interest in learning was conducted at SMK 1 Bandar Lampung, Lampung Province in the academic year 2014/2015. The number of samples in this study 72 students of class XI, selected using random sampling. reseach or experiment using a 2 x 2 factorial. The population of this research is all class XI student of SMK 1 Bandar Lampung. This experiment took a teaching method and classification of schools as a factor treatment and mathematics learning outcomes as the dependent variable, and the interests of students as covariabel or covariate. The learning method conducted on students of SMK 1 Class XI and XI accountant 1 Accounting 2, and each taught by and inductive deductive method. The conclusion of this study that there is influence between the learning model CTL, critical thinking skills, the learning outcomes of students with a controlling interest of the students.
American Journal of Educational Research. 2017, 5(11), 1144-1151. DOI: 10.12691/education-5-11-5
Pub. Date: November 30, 2017
5448 Views1641 Downloads2 Likes
The Influence of Bedside Teaching and Interpersonal Intelligence Upon Students’ Therapeutic Communication Competence in Midwifery Diploma III Program of Mitra Ria Husada School of Health Sciences (STIKes) Cibubur
Original Research
Education is a process that contains objectives and objects. This also applies to midwifery education. The midwifery competencies to achieve are comprised of knowledge, skills and behaviors in implementing safe and responsible midwifery practices in various health care settings. This research was conducted on the therapeutic communication competence in three domains, namely cognitive, affective and psychomotor domains on the students of Midwifery D-III Program of Mitra RIA Husada School of Health Sciences. The learning method was limited to bedside teaching method, coaching method and demonstration. Bedside teaching method is a teaching method which is conducted beside a client’s bed, covering the learning of the client's condition and nursing care needed by the client. Coaching method is a technique of using a verbal instruction directly involving a coach who has knowledge of how to trigger the expected behavior and what is needed in an effort to achieve the desired behavior. Demonstration is the learning method used by telling and demonstrating the steps in carrying out a certain task. The method used in this research was the experimental method with the treatment design by level 3 x 2. The sample in this research was 24 students. The data analysis technique in this research was variance analysis (ANAVA). The conclusions of this research were: (1) there was increased therapeutic communication competence among students of Midwifery D-III Program of Mitra RIA Husada School of Health Sciences taught by bedside teaching method and have high interpersonal intelligence with students taught by coaching method and have high interpersonal intelligence, (2) to improve therapeutic communication competence of those with high interpersonal intelligence, coaching method was more appropriate. Thus, the lecturers are recommended to use coaching method in therapeutic communication courses, (3) to improve the result of therapeutic communication competence of those having low interpersonal intelligence, the bedside teaching method was more appropriate, (4) to improve the result of therapeutic communication competence of those having low interpersonal intelligence, the coaching method was the more precise method.
American Journal of Educational Research. 2017, 5(11), 1138-1143. DOI: 10.12691/education-5-11-4
Pub. Date: November 27, 2017
5224 Views1884 Downloads1 Likes
Effect of Cognitive Restructuring and Systematic Desensitization in the Management of Mathophobia among Secondary School Students in Khana L.G.A of Rivers State, Nigeria
Original Research
This study was conducted to test the effect of cognitive restructuring and systematic desensitization in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. Five research questions and five null hypotheses were formulated for testing at 0.05 level of significance to guide the study. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 mathophobic SS2 students drawn from three public secondary schools. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring, systematic desensitization and control group. Each group received only one type of treatment, with the exception of the control group that received a placebo treatment. Follow-up assessment was conducted after an interval of four weeks after post-test. Data analysis was done using mean, and standard deviation for the research questions, while independent samples and paired sample t-test were used for the hypotheses. The result obtained showed that both cognitive restructuring and systematic desensitization were significantly effective in the management of mathophobia among secondary school students, with systematic desensitization having a greater effect than cognitive restructuring. Also obtained was the fact even after post-test, no statistical difference was obtained for both group. Based on this result, it was recommended that counsellors should not limit themselves to only one technique in handling mathophobic students rather, they should employ eclectic model in counselling.
American Journal of Educational Research. 2017, 5(11), 1131-1137. DOI: 10.12691/education-5-11-3
Pub. Date: November 25, 2017
7541 Views2577 Downloads4 Likes
Evaluating the effectiveness of PESS Departments’ Undergraduate Programs in Greek Universities, in terms of their correlation with PE School Curriculum: Creation and implementation of a criteria-based instrument
Original Research
The purpose of this research is to evaluate the correlation between the undergraduate programs (Higher Education) offered by Departments of Physical Education and Sport Science (DPESS) and the Physical Education (PE) curriculum followed in Greek Primary (years 6-12) school and Middle (years 13-15) school. Specifically, we aimed to investigate whether the perspective PE teachers were adequately prepared to teach (after their graduation) the thirteen (13) main athletic subjects of the PE school curriculum. Fifteen (15) criteria were developed, in order to evaluate whether the athletic subjects offered by the departments, as described within their annual undergraduate catalogs, adequately prepare their graduates to teach PE in Primary and Middle school. Useful conclusions were drawn concerning: a) the mean values of the fifteen criteria, b) the Trigonometrically transformation of the Multidimensional Scaling solutions (MDS-T), which eventually included thirteen of the fifteen criteria, and c) other selected criteria of the fifteen criteria-based matrix.
American Journal of Educational Research. 2017, 5(11), 1120-1130. DOI: 10.12691/education-5-11-2
Pub. Date: November 21, 2017
8571 Views3171 Downloads6 Likes
Blended Learning Simulation Based Model Development
Original Research
This paper presents the formative evaluation for an instructional model for Aerodrome Flight Information training development. The developed instructional model was a blending of e-briefing with face-to-face role-play simulation and debriefing. The aim of this study was to improve the effectiveness of the developed instructional model. This study employed a formative evaluation by Tessmer (2013) with used both qualitative and quantitative approaches. The respondent of field test is 22 students of the 2016-2017 academic years. The formative evaluation was consisted of expert review, one-to-one, small group, and field test. This research was carried out at Indonesia Civil Aviation Institute. The data were collected through open-end interview, questionnaire, and field observation. The data analysis used descriptive statistic method. The finding indicates that the blended learning simulation based model increased learning outcome (+12.55); students and instructors were more satisfy when they implemented this model (4.47); and the model increased student’s attention level (4.5). Based on the findings, the proposed instructional model can be implemented in this institution.
American Journal of Educational Research. 2017, 5(11), 1114-1119. DOI: 10.12691/education-5-11-1
Pub. Date: November 17, 2017
6997 Views2021 Downloads3 Likes