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Volume 5, Issue 9

Investigation Number Sense Test Achievements of Middle School Students According to Different Variables
Original Research
In this study, it was examined achievement in middle school students' number sense and its sub-dimensions according to various variables. Number sense means that people can make logical estimates about various uses area, be able to recognize arithmetic errors and number patterns, to choose the most effective way of calculation. Number Sense Scale consists of three dimensions: Flexibility in Calculation, Conceptual Thinking in Fractions, and Using Benchmark (reference points). Unrelated samples t-test, one-way Anova, two-way Anova, and Kruskal-Wallis analyzes were used to determine whether students' achievements in total and sub-dimensions of number sense scale differed significantly in terms of gender and grade levels. From findings obtained from the research, there was no meaningful difference in the students' achievement in numerical sense total and sub-dimensions in terms of gender and in using benchmark (reference points) in terms of grade level. However, there was a meaningful difference in the number sense total, flexibility in calculation and conceptual thinking in fractions scores. It has been determined that this is in favor of 8th grade students.
American Journal of Educational Research. 2017, 5(9), 1004-1008. DOI: 10.12691/education-5-9-13
Pub. Date: October 14, 2017
6602 Views2210 Downloads
Effect of Emotion Focused Coping Techniques of Stress Management on Secondary School Student Leadership in Kenya
Original Research
There are many factors in student leadership which predispose student leaders to high levels of stress. This include; students discipline, communication, enforcing school rules, decision making and balancing leadership and academic roles. The increase in student leaders stress is alarming thus the need to focus on stress management techniques that they employ. This study assessed the effect of emotion focused coping techniques of stress management and secondary school student leadership in, Kenya. The study hypotheses stated that` there was no significant effect of emotion focused coping techniques and secondary school student leadership. Emotion focused coping technique is a personal effort to deal with negative feelings caused by a stressful event and may include venting, rumination, emotional support and religion. Student leadership refers to the roles that student leaders participate in within the school setting which involve, communication, Students discipline, coordination decision making, Planning, and monitoring of student’s activities. The Cognitive Appraisal theory was applied in the study. The research designs used were descriptive and correlational in nature. The target population was 4143 respondents out of which were 3825 student leaders, 159 head teachers and 159 deputy head teachers within 159 secondary schools in Kenya. Stratified random sampling technique and saturated sampling technique were used to select 1275 student leaders, 53 deputy head teachers and 53 head teachers as respondents for the study. Data was harvested using questionnaires and interview schedules. Pearson r correlation, percentages and frequency counts was used in data analysis. Study results indicate that there was weak positive correlation between emotion focused coping techniques and student leadership [r = .197, n=1126, p<.05. The study also revealed the existence of a weak effect of emotion focused coping technique on student leadership. In the current study, it was recommended that student leaders require training in stress management techniques, emotional awareness and leadership training.
American Journal of Educational Research. 2017, 5(9), 996-1003. DOI: 10.12691/education-5-9-12
Pub. Date: October 14, 2017
8266 Views2960 Downloads
“This Motivates Me to Work towards Great Performance”: Higher Education Female Leaders’ Voices on the Nature of Support to Their Leadership
Original Research
Existing literature pays less attention to what enables the women occupying senior and middle leadership positions to succeed in Uganda universities. While support of all kinds to women in leadership in developed contexts has also been given some attention by scholars, little attention has been dedicated to those in developing contexts. The study set out to access the voices of Higher Education female senior and middle leaders on the nature of macro and micro support to their managerial performance. The findings reveal institutional policies, support from senior management, and family support as apparent in women’s successful leadership. The study concludes that despite the macro and micro support, women may not be attracted into leadership because the policies in place are gender biased, males continue to dominate the senior and middle positions, as well as the patriarchal tendencies which reserve leadership for men. The study recommends that, universities should implement gender related human resource policies that are free from bias and continuously organize leadership workshops and trainings for the incumbent and aspiring female leaders. The political sector and the Ministry of Gender, Labour, and Social Development should continue to educate the population on gender roles, responsibilities, rights, and freedoms in society. This may then help to attract more women to take part in leadership including HE institutions.
American Journal of Educational Research. 2017, 5(9), 990-995. DOI: 10.12691/education-5-9-11
Pub. Date: October 14, 2017
5236 Views1752 Downloads
The Realistic of Mathematic Educational Approach (RME) toward the Ability of the Mathematic Connection of Junior High School in Bukhari Muslim Medan
Original Research
The purpose of this study was to determine the ability of the student mathematic connection by using the realistic of mathematic educational approach is better than conventional learning. This research used quasi-experimental design with two-group design, they werepretest-posttest. The sample of this study was taken from random class, that is taken 2 classes with total number 54 students. Class VII-1 as an experimental class which taught by using realistic mathematic approach that consists of 27 students, class VII-2 as control class which taught by using conventional learning that consists of 27 students. The instrument of this research used the essay test and observation. The result was analyzed by using t-test. After the learning is done, the data descriptions were collected on pres-test and post-test to determine students' mathematic connection ability during mathematic learning. The result showed that the ability of the students' mathematic connection by using the realistic of mathematic educational approach is better than conventional learning. Furthermore, based on the observation of student activity in the learning process by using the realistic of mathematic educational approach is very positive and they became more active than before.
American Journal of Educational Research. 2017, 5(9), 984-989. DOI: 10.12691/education-5-9-10
Pub. Date: October 12, 2017
6032 Views2002 Downloads
Attitude of Primary School Teachers towards Children with Attention Deficit and Hyperactivity Disorder (ADHD)
Original Research
Attention Deficit Hyperactivity Disorder (ADHD) is a common childhood mental health disorder. It is a specific learning disability in connection with heritable neuro-developmental disorder. It also influences social, academic, and/or occupational functioning. It is characterized by inattention, distractibility, hyperactivity and executive dysfunctions. It is caused by an interaction of a child’s inherent biology and his/her environment. It is widely agreed that medication alone is never a sufficient treatment. Positive learning environment is to be provided for children with ADHD. Fundamentally, primary school teachers need positive attitude on children with ADHD in order to create positive learning environment. Thus, the present investigator insightfully made the objective of the study as: to find out significant differences if any, in the attitude of primary school teachers towards children with ADHD due to variation in gender, educational qualification, teaching experience and locality. Null hypothesis was formulated in connection with objective. A sample of 160 teachers was drawn for this present study. Among the 160 teachers, male teachers (n1 = 80; 50%) & female teachers (n2 = 80; 50%); Rural teachers (n1 = 87; 54.37%) & Urban teachers (n2 = 73; 45.63%); teachers of Under Graduate qualification (n1 = 89; 55.62%) & teachers of Post Graduate qualification (n2 = 71; 44.38%); teachers having teaching experience of Below 10 Years (n1 = 86; 53.75% ) & teachers having teaching experience of 10 years & above 10 years(n2 = 74; 46.25%); were drawn randomly. The study also followed normative survey method. Attitude Scale on Attention Deficit and Hyperactivity Disorder (ASADHD) was constructed and developed using Likert method. Reliability and validity of the tool were 0.86 & 0.92 respectively. Data was collected and analyzed quantitatively with Mean, SD and t-test. The results of the study were: As per differential analysis, the calculated t-value (0.89) with regard to overall attitude (M1 =180.94, SD1=17.06; M2= 178.73, SD2 =13.85), P≤ 0.01 is insignificant. It revealed that that male and female teachers’ positive attitudes on Attention Deficit Hyperactivity Disorder (ADHD) did not differ in relation to concept, characteristics, causes, strategies and assessment of ADHD. It also revealed that there were no significant differences in primary school teachers’ positive attitudes towards attention deficit and hyperactivity disorder due to variation in gender, educational qualification, teaching experience and locality. As per mean values, male primary school teachers’ positive attitude towards children with ADHD (M1 =180.94) is higher than female primary school teachers’ positive attitude towards children with ADHD (M1 =178.73). Similarly, UG qualified primary school teachers’ positive attitude, primary school teachers’ of below 10 years teaching experience and rural primary school teachers’ positive attitude on children with ADHD were higher than the counter parts.
American Journal of Educational Research. 2017, 5(9), 977-983. DOI: 10.12691/education-5-9-9
Pub. Date: September 30, 2017
6703 Views2681 Downloads1 Likes
Software Development for Virtual Teaching of Medical Laboratory Skills
Original Research
This paper presents the development of software for virtually teaching of medical laboratory skills based on instructional model. This initial study focuses on the assessment models developed by Borg and Gall; Dick, Carey, and Carey. The sample of this study is 887 students of the 2007 to 2011 academic year. The surveys were conducted by requiring all participants to complete the questionnaire that has been prepared. The data were analyzed using descriptive statistics. The findings of this survey are: (1) From 34 medical skills, hematology laboratory skills is the most difficult (19,73%), (2) Twenty-seven medical skills are indicated as moderate skills to learn (0.11-17.25%) (3) Six skills which include glucometer, catheter, Ear-Nose-Throat examination, Visus examination and Thyroid examination are categorized as simple skills to learn. Based on the findings, a software application for virtual teaching of hematology laboratory skills for medical students is developed.
American Journal of Educational Research. 2017, 5(9), 973-976. DOI: 10.12691/education-5-9-8
Pub. Date: September 29, 2017
6593 Views2157 Downloads1 Likes
Recycling as an Environmental Awareness Tool in Public Schools: Working with Waste and Building Values in a Brazilian City
Case Report
In Brazil, the generation of 78 million tons of waste annually occurs, 35.2% of municipalities dispose of it improperly, resulting in environmental risks and health. In socially disadvantaged regions, this problem intensifies, and it is opportune to take actions that can increase reuse / recycling and rational consumption. Thus, the present study aimed to carry out interventions, with this theme, in public schools of a Brazilian city. The interventions (lectures, talk wheels and workshops) approached rational consumption, waste classifications and recycling as central axes. 150 students were involved in the suggested activities, in which they have intense participation, developing dozens of products from recyclable materials, such as toys, educational games and objects holder. In this way, it was possible to conclude that these actions are relevant, in order to contribute to the appropriation of the contents by the students and their change of behavior as transforming agents of society, mitigating the problems associated with solid urban waste in their communities.
American Journal of Educational Research. 2017, 5(9), 970-972. DOI: 10.12691/education-5-9-7
Pub. Date: September 28, 2017
6162 Views1979 Downloads1 Likes
In the Interest of Students: A Model for Incorporating Financial Literacy into the Higher Education Classroom
Original Research
As student loan debt continues to rise, financial literacy among young adults who attend post-secondary education is becoming more and more imperative. While many colleges and universities acknowledge the significance of this issue, most do little to ensure that students understand the investment they are making or the impact borrowing will have on their future. This article explores a model for incorporating financial responsibility into first-year curriculum at a large research-intensive university. Information and discussion surrounding this topic was incorporated into a first-year seminar course in the College of Physical Activity and Sport Sciences at West Virginia University. The curriculum of this course carefully portrayed accurate data and other pertinent financial information in a manner that was age-and-experience appropriate and which could resonate with even young adults who, by and large, had little knowledge or familiarity with personal finance. Data collected through analysis of written reflections throughout the course and an end-of-course assessment indicated an overwhelming attentiveness and appreciation of learning about this topic.
American Journal of Educational Research. 2017, 5(9), 965-969. DOI: 10.12691/education-5-9-6
Pub. Date: September 28, 2017
5399 Views1773 Downloads
Reforming Instructional Practices via Interactive Engagement, Deliberate Practice and Coaching in Professional Education Courses
Original Research
Attempts to get Education students more actively involved in their own learning in professional education courses call for viable models of instruction. Hence, promotion of interactive engagement, deliberate practice and coaching in professional education courses are taken as instructional reforms to maximize Education students’ learning. Active learning approaches such as technology-enhanced learning, cooperative learning and project based approach make up a sustainable teaching-learning set up in professional education courses. Education students then view encouragement of teachers to do their best and keep on trying of prime importance. In addition, teachers’ provision of learning targets is likewise primarily valued by Education students in addition to receiving help and guidance from the teacher as well as additional instruction on concepts that they do not understand.
American Journal of Educational Research. 2017, 5(9), 959-964. DOI: 10.12691/education-5-9-5
Pub. Date: September 28, 2017
7183 Views2023 Downloads
Assessment of Institutional Initiative in Generating Alternative Funds to Sustain Library Services in Academic Libraries in Nigeria: The Cross River State Experience
Original Research
The study investigated the role of the parent institution and library in generating funds to facilitate library services in public academic libraries in Cross River State, Nigeria using survey research design. A questionnaire was built on a modified six-point Likert scale designed to measure sources of library funds variables through government/parent institution and internally generated sources. The instrument was administered on 30 senior management library staff from 5 academic institutions in the state. The internal consistency of the instrument lied in the range of (729 ≤ rxx ≤ .893) with across time stability in the range (729 ≤ ree .796) measured via Cronbach alpha and test-retest reliability. The study found that over reliance on government and parent institution for funding and a lack of initiative from libraries in generating added or alternative funds to sustain services. Requisite recommendations especially urging libraries to be proactive in looking onwards to generate funding.
American Journal of Educational Research. 2017, 5(9), 952-958. DOI: 10.12691/education-5-9-4
Pub. Date: September 28, 2017
6042 Views1787 Downloads
Learning with Each Other: Peer Learning as an Academic Culture among Graduate Students in Education
Original Research
The major objective of the present study is to examine the extent to which peer learning is common among graduate students in educational programs in Saudi universities. Moreover, it also investigates the obstacles which may hinder spreading the culture of peer learning, and the proposals to overcome such obstacles from the graduate students’ perspectives. Data were collected through an electronic questionnaire conducted to a sample of 375 of graduate students in educational programs in Saudi universities. The major findings of the study revealed majority of respondents (69%) agree and strongly agree to the items of the questionnaire, while (12.4%) disagree and strongly disagree, and (21%) were neutral. The most agreed upon items in part (1) are: “I do feel embarrassed to ask my peers for new knowledge and information” and “I feel happy with the comments of my peers on my research and work papers. The most agreed upon items in part (2) are: “Lack of non-classroom activities that support the culture of peer learning” and “Lack of equipped classrooms of graduate students that support peer learning”. The most agreed upon items in part (3) are: “Urging professors to support and supervise academic discussions among students” and “Encouraging students to attend the seminars when their peers present their research proposals”.
American Journal of Educational Research. 2017, 5(9), 944-951. DOI: 10.12691/education-5-9-3
Pub. Date: September 26, 2017
7147 Views2281 Downloads
Influence of Selected Factors on Students’ Attitude towards Physics in Public Secondary Schools
Original Research
The study investigated students’ attitude towards selection of Physics in secondary schools. Questionnaires with items set to capture data on the study objectives were administered to three hundred and sixty one students selected proportionally and randomly from forty two public secondary schools. Physics teacher in each school was involved. The data collected was analyzed using descriptive parameters and few inferential statistics. Physics teacher as a role model and perceived subject abstractness by the students had significant influence on students’ attitude towards selection of Physics in Meru Central Sub County. It was concluded that, Physics teacher as a role model and perceived subject abstractness by the students played an important role on students’ attitude towards selection of Physics.
American Journal of Educational Research. 2017, 5(9), 939-943. DOI: 10.12691/education-5-9-2
Pub. Date: September 26, 2017
8914 Views4089 Downloads
Research Funding Needs for African Engineers: Challenges and Perceptions
Original Research
Africa and sub-Saharan Africa in particular, with the exception of South Africa, have lately lagged behind in postgraduate research, an issue attributed to lack of research funding for engineering sciences. This paper investigated the funding needs of engineering sciences in Africa. Specifically, it established the funding needs of African engineering sciences, factors affecting higher learning institutions in securing research funding and assessed the prevalent engineering research needs for Africa. Key informants to this paper were postdoctoral candidates drawn from Cameroon, Ethiopia, Ivory Coast, Kenya, Nigeria, Tanzania, Uganda and Zimbabwe. Through a questionnaire survey, the study found out that Africa has the capacity to carry out high profile engineering researches but the funding needs are not fully met resulting in frustration, whose ripple effects culminate in brain drain. Institutional frameworks in many African countries have been found not favouring engineering sciences. Although efforts are being made, as evidenced by increase in scientific publications, the growth of Engineering Sciences lags behind other disciplines. Thus, the international community of research funders should forge partnerships and collaborations with engineering institutions in Africa for availing and putting to good use research funding.
American Journal of Educational Research. 2017, 5(9), 933-938. DOI: 10.12691/education-5-9-1
Pub. Date: September 26, 2017
6825 Views1564 Downloads