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Volume 5, Issue 5

The Effect of Using Computerized 5E’s Learning Cycle Model on Acquiring Scientific Concepts among Fourth Graders
Original Research
The purpose of this study was to investigate the effect of using computerized 5E’s learning cycle model on acquiring scientific concepts and scientific thinking skills among fourth graders in Islamic Educational College/ American Program, Scholastic Aptitude Test (SAT) during the second semester (2015/2016). The researcher prepared a Scientific Concepts Test. A quasi-experimental design was applied on the sample of the study which consisted of (48) fourth graders. Two classes were randomly assigned as control and experimental groups. Students in the experimental group (24) were taught by using computerized 5E’s learning cycle model strategy, while in the control group (24) students were taught by using conventional 5E’s learning cycle model strategy. All students were pre-and post-tested with the (Matter, & Electricity and Magnetism) units. The study revealed that there were statistical differences at the level of (α = 0.05) on acquiring scientific concepts in favor of computerized 5E’s learning cycle model strategy. While there were no significant differences due to the interaction between the strategy of teaching and gender (male, female). In light of study results, some recommendations were presented.
American Journal of Educational Research. 2017, 5(5), 579-587. DOI: 10.12691/education-5-5-17
Pub. Date: June 12, 2017
6526 Views1906 Downloads6 Likes
Structured Content Reading Instruction vs. Direct Instruction: Their Implication on Students’ Achievement, Reading Comprehension and Critical Thinking in Mathematics
Original Research
Teaching students to read mathematically through the use of reading strategies train them to think critically and comprehend mathematics text. Reading strategies were so popular and proven effective in teaching language, but their effectiveness in mathematics classroom remains controversial among mathematics teacher. Hence, this study was undertaken to determine the significant impact of two approaches of teaching: structured content reading instruction and direct instruction on students’ mathematics achievement, reading comprehension and critical thinking skills. Structured content reading instruction was well designed reading instruction that exposed students to reading strategies during pre -reading, during and post reading activities. Direct instruction was highly organized teacher led instruction that engaged students to daily review, corrective assessment and independent practice. The participants of the study were four intact classes at PHINMA Cagayan de Oro College. Pretest –posttest quasi-experimental control group designed were used as research design. Analysis of covariance revealed that there is evidence that structured content reading teaching approach has improved the scores of the students in reading comprehension test. However for achievement and critical thinking, the effects of structured and direct instruction are comparable. The result implied that structured content reading instruction is effective in improving students’ reading comprehension. Hence, the researcher recommends that teacher may use both methods in teaching mathematics to enhance students’ reading of mathematical terms, achievement and critical thinking.
American Journal of Educational Research. 2017, 5(5), 574-578. DOI: 10.12691/education-5-5-16
Pub. Date: June 07, 2017
7707 Views2719 Downloads2 Likes
School Type and Mathematics Achievement in English-Speaking Primary Schools in Cameroon: Implications for Technological Development
Original Research
Science and Technology are critical for propelling Cameroon towards emergence and primary school mathematics creates a good foundation for Science and Technology. However, very little research in Cameroon has focused on assessing mathematics achievement in primary schools in order to forecast the future of Science and Technology. The study thus set out to assess the mathematic achievement of class six (final year) pupils in 18 English-speaking public, private and confessional primary schools in six divisions of the North West and South West regions of Cameroon. An achievement test which is an extract of the 2013/2014 First School Leaving Certificate Examination constituted the instrument for data collection. Thus validity and Reliability had already been established by the Ministry of Basic Education. Data were analyzed descriptively and inferentially. Results revealed that mathematics achievement is generally low and differs by school type. Implications and recommendations are discussed.
American Journal of Educational Research. 2017, 5(5), 568-573. DOI: 10.12691/education-5-5-15
Pub. Date: June 07, 2017
6969 Views2541 Downloads3 Likes
Influence of Time-on-phone on Undergraduates Academic Achievement in Nigerian Universities
Original Research
The influx of tech-novation influences education and especially learning inestimably. This study looks into the usage and perceived influence of Smartphones by Nigerian undergraduates on the academic performance. It investigates the relationship between time and academic achievement alongside variables that directly and indirectly impact on Smartphones’ usage. These were with a view to improving and maintaining academic achievement though tech-novation. Descriptive survey design was adopted. All undergraduate students in Nigerian universities estimated 1,700,000 (UIS, 2012) make the population. 150 undergraduates were randomly sampled from three institutions purposively selected in south-west Nigeria. A structured questionnaire dubbed ‘Smartphones and Academic Achievement (SPA)’ was used for data collection. Data was analysed descriptively. The results expatiated on the usage of smartphones among Nigerian undergraduates. It reflected that majority users are bereft of any influence of usage on their achievement academically and significant times sub-consciously expended on the phone. It also revealed the disparity between direct and indirect variables that impact on time-on-phone of undergraduates. The result further revealed that high time-on-phone across the variables influences lower academic achievement. The study concluded that the smartphone tech-novation will only add value to education, bridge the gap of access to information and publications, provided it is adequately controlled.
American Journal of Educational Research. 2017, 5(5), 564-567. DOI: 10.12691/education-5-5-14
Pub. Date: June 03, 2017
8704 Views3675 Downloads2 Likes
Implementing Project Based Learning Approach to Graphic Design Course
Original Research
This purpose of study is to develop an instructional model that can be used to overcome learning problems of commercial graphic design drafting course. The model consists of learning materials, study guide, lecture manual, assignment and practice for the learner learning process. This research used the research and development model of Borg, Gall, and Gall (3) which adapt the systematic Design of Instruction model of Dick, Carey, and Carey (11). As for the results of the research showed that There was significant difference between pre-test score (X=64.4) and pos-test score (X=78.80). T test score indicates that the difference between pre and posttest significantly differ due to student improvement in doing their task and assignments.
American Journal of Educational Research. 2017, 5(5), 559-563. DOI: 10.12691/education-5-5-13
Pub. Date: June 03, 2017
6623 Views2102 Downloads6 Likes
Using Performance Task-GRASPS to Assess Student Performance in Higher Education Courses
Original Research
This qualitative study explores student ability to integrate the use of knowledge and skills and demonstrates how students utilize skills in real-world situations through performance tasks using theperformance task—GRASPS (Goals, Rules, Audience, Situation, Product/Performance, Standards) model. This study was carried out in the Introduction for Educationcourse for 44 students in a teacher qualification program. Interviews, performance task-GRASPS reports, student focus group conversations, student reflections, and student products were used. Grounded theory was employed to analyze qualitative data. Findings show that students explained many educative features, including their views and beliefs toward performance tasks and authentic assessment. Students also understood their abilities through their products and reports about their roles in real-life situations. In addition, students demonstrated what they achieved and developed by themselves, and they felt happy and enjoyed their roles in real-life situations. The students reported that the evaluation method improved their self-confidence. Diversity was observed among the products and performances; students addressed the same challenges differently. This method develops the performance of university professors in authentic assessment by establishing performance tasks and using various rubrics to assess various products. These findings indicate that teacher educators must use authentic assessments and performance tasks to make students interactive in courses and utilize rubrics in evaluation that provide students real description of their performances.
American Journal of Educational Research. 2017, 5(5), 552-558. DOI: 10.12691/education-5-5-12
Pub. Date: June 01, 2017
18800 Views3501 Downloads2 Likes
Teaching Evaluation by Teachers from Brazil and Portugal: A Comparative Analysis
Original Research
This article aims to compare the perceptions of Brazilian and Portuguese teachers about the evaluation of teaching mediated by information and communication devices. It is a qualitative, explanatory study. The analysis of these responses considered six categories belonging to three dimensions created in the WebQDA qualitative analysis software and concludes that teachers still face institutonal and personal difficulties to insert the information and communication devices in teaching. It is also concluded that there is a strong need to research and discuss teacher assessment with teachers.
American Journal of Educational Research. 2017, 5(5), 546-551. DOI: 10.12691/education-5-5-11
Pub. Date: May 27, 2017
6709 Views2667 Downloads2 Likes
Child Science Skill Improvement through Hands-On Learning Activities in Kindergarten with Limited Human Resources and Facilities
Original Research
The early childhood education (ECE) curriculum in Indonesia, either explicitly or implicitly, includes science skills as one of the basic competencies that children must achieve. However, under the pretext of lack availability of facilities, majority of educators have not carry out science learning appropriately. This study aimed to demonstrate and convince early childhood education practitioners that an interesting and effective learning to develop science process skills of children can be implemented even in a kindergarten with limited facilities. By using one-shot case study design, 17children of Group B (aged 5-6 years) at Srijaya Kindergarten of Palembang were exposed to hands-on activities including exploring materials that float or sink, dissolved or unsoluble, color mixing; making letters using play dough; and observing insects with magnifying glass. The child science skills were observed and assessed using observational forms and child worksheets. The results showed 9 (52.95%) subjects obtained scores range 80-100; 4 (23.5%) achieved score range of 66-79, 3 (17.6%) reached score range of 56-65, and 1 (5.9%) obtained score of 52. Thus, it can be concluded that science learning with a process skill approach proved to be effective for developing children's science skills, even in kindergartens with limited facilities such as in Srijaya Kindergarten of Palembang.
American Journal of Educational Research. 2017, 5(5), 540-545. DOI: 10.12691/education-5-5-10
Pub. Date: May 26, 2017
9342 Views2812 Downloads1 Likes
Students’ Satisfaction in Higher Education Literature Review
Literature Review
Students’ satisfaction can be defined as a short-term attitude resulting from an evaluation of students’ educational experience, services and facilities. Earlier it was measured by common satisfaction frameworks but later higher education specify satisfaction models were developed. The objective of this review is to render all available constructive literature about students’ satisfaction with a sound theoretical and empirical background. Data were collected from refereed journals and conference papers, and are constructively analyzed from different point of views to filter a sound background for future studies. The first section of the paper discuss students’ satisfaction, satisfaction models and frameworks used by previous researchers around the world and second section explain the empirical findings of previous studies in real world context.
American Journal of Educational Research. 2017, 5(5), 533-539. DOI: 10.12691/education-5-5-9
Pub. Date: May 26, 2017
38009 Views6128 Downloads2 Likes
Reading Strategies for the Science Subject in Upper Elementary Classes that Follow English CBI in Northern Lebanon
Original Research
This article investigates instructional strategies that scaffold students’ reading comprehension of science texts in Content-Based language Instruction (CBI) settings; especially, the reading strategies that enhance comprehension of content, language and cognitive Science Process Skills (SPSs). The subjects are upper-elementary science classes in five private and public schools that follow English CBI in Northern Lebanon. We implemented observation and causal-comparative studies that use both students’ means of scores on reading assessment tests, and statistical tests of significance, to measure the effectiveness of the applied reading strategies. Results indicate that the student sample groups that used general classroom reading strategies, such as question/answer relationships and context-clue analysis, during and/or after teachers’ explanation of the lesson, have insignificant differences among means of their test scores. The student sample groups that used these strategies before the lesson’s explanation scored significantly lower averages than those that used them during and/or after. Other reading strategies, such as home reading, produced insignificant differences. The cognitive model of L2/FL acquisition and the cognitive academic language learning approach (CALLA) are used to substantiate these results.
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American Journal of Educational Research. 2017, 5(5), 520-532. DOI: 10.12691/education-5-5-8
Pub. Date: May 26, 2017
8516 Views2286 Downloads2 Likes
Optimization of MOOC Based on Learning Community
Original Research
With the rapid development of MOOC (Massive Open Online Course) since 2012, it has been a common view that MOOC’s sustainable development must rely on learning needs and good learning experience of learners. MOOC online teaching model is analyzed from the teaching side and the learning side, the mismatch between the two sides is sorted out. Based on the bibliographic method, the core idea of learning community theory is that learning is the process of knowledge meaning constructing through learners’ interaction and consultation, which is applied to MOOC, four strategies are proposed to optimize MOOC online teaching model. Learners can get good and persistent learning experience on in the condition of reaching match and balance of different kinds of subjects in MOOC learning.
American Journal of Educational Research. 2017, 5(5), 516-519. DOI: 10.12691/education-5-5-7
Pub. Date: May 25, 2017
6274 Views1726 Downloads2 Likes
Proposal for Administrative Staffing in Saudi Universities in the Light of Global Trends
Original Research
This study is an attempt to propose an administrative staffing in the public universities of Saudi Arabia in the light of the global trends in terms of identifying the reality of vice rectorships management and organizational problems. The study utilized the descriptive analytical method, where the questionnaire distributed to a random sample and the interviews conducted with vice rectors. The study resulted that university employees are lacking training on management and leadership. It also found that the organizational structure of public universities is deficient in several aspects: rigid organizational structures, centralization, absence of precise job descriptions, poor knowledge management, limited staff respect, and poor university organizational culture, absence of comprehensive vision, lack of effective leadership, low financial status of staff members, performance deficiency and early retirement. Global trends in university administrative jobs include: comprehensive re-organization with digital system activation, provision of technology, administrative leadership succession, development of knowledge management and pioneer leadership. The study and the Ministry of Civil Service recommended assigning administrative jobs to some university personnel, academic and administrative work separation, assigning staff member to an administrative position for four years at most and utilizing technical infrastructure to improve university administrative and organizational performance.
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American Journal of Educational Research. 2017, 5(5), 493-515. DOI: 10.12691/education-5-5-6
Pub. Date: May 23, 2017
8127 Views2055 Downloads1 Likes
Learning by Teaching, Teach English as a Second Language Learning Method in Mexico
Original Research
The purpose of this study was to systematize the experience of the implementation of the project: "Learning by Teaching", developed at the Universidad Tecnológica de Durango, Campus Bilingual International and Sustainable (UTD Campus BIS, Mexico), which consisted in having students from this university teach English to students in basic education as a strategy for the learning of the language. In order to answer the main research question: “How did the experience of executors of UTD Campus BIS and the other agents go during the execution of the project "Learning by Teaching"?, the socio-critical paradigm was used through the method of systematization of experiences. Based on four axes of systematization: perceptions, difficulties, facilities and learning methods, and eleven categories that gave an account of the main results expressed by thirteen students (executors), who dealt with the fact that perceptions went from uncertainty, fear, nervousness and enthusiasm, to the satisfaction and the consideration of the project as a life experience were defined. The main difficulties arose in the areas of group management and in low English language level of project recipients.
American Journal of Educational Research. 2017, 5(5), 487-492. DOI: 10.12691/education-5-5-5
Pub. Date: May 23, 2017
5751 Views2006 Downloads6 Likes
Biochemistry Education for Medical Students Based on Educational Games: Using flash player and Micro-soft Power Point
Original Research
This study was carried out in an attempt to increase students’ learning efficiency and understanding of how chemical structure and metabolism relate to disease. We aimed to develop a novel edutainment technology for learning medical biochemistry. Educational games based on as a software biochemical structures and pathways, biochemistry books, a flash player and a micro- soft power point were developed. The biochemical games were designed for two semesters for medical students taking a biochemistry course (Biochemistry 1 and 2). The game consisted of 34 pictures and pathways labeled with the names of major main categories of medical biochemistry. One week before playing the games, medical students were asked to study about the biochemical pathways and the bibliography was indicated. On the day of the game, a review session about the subjects was conducted by the head professor. After that, all medical students were asked to answer a test (Pre-test), to check their previous knowledge before playing the games. Finally after playing biochemical games, all medical students were asked to answer a test (post- test). More than 90% of medical students commented that the educational games helped them to get goals and objectives of biochemical contents. Also, medical students found that biochemical games methods are helpful. Most medical students agreed that playing biochemical games after taking the test were more helpful in learning the structure and metabolism than in learning the chemical structure and metabolism playing biochemical games before taking the test. Our results indicate that medical students’ satisfaction, knowledge, skills and their behaviors improved after using biochemical games. In addition, the present study demonstrated that using biochemical games as an educational tool improved educational outcomes. This issue shows learning efficacy of biochemical game methods.
American Journal of Educational Research. 2017, 5(5), 482-486. DOI: 10.12691/education-5-5-4
Pub. Date: May 23, 2017
6794 Views2297 Downloads2 Likes
Designing Computer-Assisted Instruction for the Elementary Schools’ Teachers of Merauke District, Papua, Indonesia
Original Research
Learning is a process that needs hardwork and sometimes makes students frustrated and get bored. In this context, the use of computers as media in teaching-learning process is of important to attract students’ attention and to make teaching-learning activities more effective and enjoyable. This study aimed at designing computer-assisted instruction of high-level plant anatomy to support the 5thgrade of elementary schools students’ learning outcomes. To design the model, we employed a qualitative approach using developmental research design. Results of this present study are follows: [a] computer-assisted instruction of the structures of monocot (monocotyledon) and dicot (dicotyledon) plants; (b) computer-assisted instruction of the tissues’ function of monocot (monocotyledon) and dicot (dicotyledon) plants. Since the use of computers in teaching-learning process is still lack in Merauke context, the results of this present study might be also worthwhile for the Head of Education Office at government level to provide LCD projectors for schools to promote the use of computer in teaching-learning process. The results of this present study might be imperative for the schools' principals to support teachers in designing computer-assisted instruction in order that students are motivated to enthusiastically learn all the subjects.
American Journal of Educational Research. 2017, 5(5), 476-481. DOI: 10.12691/education-5-5-3
Pub. Date: May 19, 2017
7197 Views1891 Downloads2 Likes
Analysis of Factors Affecting Student Evaluation of Teaching Effectiveness in Saudi Higher Education: The Case of Jubail University College
Original Research
The attributes of effective teaching in higher education remains controversial and has never been conclusive. The purpose of this study is to determine the factors affecting the students’ perceptions of teaching effectiveness, and how the instructor and course attributes can significantly influence teaching effectiveness as measured by students in course evaluation surveys. The study analyzed 3,798 student evaluations of faculty at Jubail University College using factor analysis to find out the factors loading and average extract variance value. The study predicted that there is a significant relationship between the five dimensions of teaching and students’ ratings of teaching effectiveness (i.e. instructor’s personality, knowledge, teaching ability, marking and grading policy, and course attributes and learning outcomes). The findings support the hypothesis that there is a significant relationship between effective teaching dimensions and students ratings. The study contributes to the body of literature on evaluation of teaching effectiveness in Saudi higher education.
American Journal of Educational Research. 2017, 5(5), 464-475. DOI: 10.12691/education-5-5-2
Pub. Date: May 19, 2017
14095 Views3432 Downloads4 Likes
English Language Teachers’ Contribution to Intellectual Safety Requirements from Teachers and Supervisors’ Perspective in Riyadh
Original Research
The present study aimed to identify the extent to which English language teachers enhance intellectual safety among high school students from the perspective of supervisors and teachers, and it also aimed to identify the extent of interest in training English language teachers to play their important roles in reinforcing the concept of intellectual safety among students. The sample, randomly selected, consisted of (126) female English language teachers and (25) female educational supervisors in Riyadh for the second semester of the academic year 2017/2018. A questionnaire was utilized and its reliability was verified and amounted to (0.95) based on Alpha Cronbach. The study showed that all participants agree to the contribution of English language teachers to enhance the concept of intellectual safety. There were no statistically significant differences due to the job of participants, and interest in training of English language teachers to play their role in enhancing the concept of intellectual safety.
American Journal of Educational Research. 2017, 5(5), 453-463. DOI: 10.12691/education-5-5-1
Pub. Date: May 13, 2017
2885 Views929 Downloads2 Likes