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Volume 7, Issue 6

Actual Situation for Capacity of Vocational Consultancy of Students in University of Education
Original Research
This study describes the actual situation for capacity of vocational consultancy of students in university of education. The results of the study were carried out on 500 students of universities of education. The reality shows that the capacity of vocational consultancy of students in university of education is not high, only average. In the capacity of vocational consultancy of students evaluated in 6 capacity components including identification of issues related to the selection of pupils’ industry and career; support for pupils to improve their self-awareness and evaluation of psychological characteristics related to industry and career selections; support for pupils to improve their capacity to learn information and schools training the industry and career; support for pupils to improve their capacity to make decisions on the selection of industry, career and training schools; support for pupils to improve their capacity to plan and implement plans to strive for the target of the selected industry, career and school; support for pupils to solve psychological difficulties related to the selection of industry and career. In particular, the capacity component of support for pupils to improve their capacity to plan and implement plans to strive for the target of the selected industry and career is at the highest level, and the capacity of identification of issues related to the selection of pupils’ industry and career is at the lowest level.
American Journal of Educational Research. 2019, 7(6), 418-427. DOI: 10.12691/education-7-6-7
Pub. Date: June 30, 2019
2872 Views792 Downloads
Designing Humorous Materials in Teaching Vietnamese in Primary Schools in the Perspective of Constructivism Theory
Original Research
Humorous materials in teaching in general and in teaching Vietnamese in primary school in particular are truly food for thought which is indispensable for children, and they are also important factors in lessons which activate students’ motivation, connect students and the teacher, and bridge every gap. Humorous materials make the lessons much more interesting and appealing. This article aims at identifying the values of humorous materials and examining the use of humorous materials in teaching Vietnamese in primary schools. With three primary values, namely cognitive value, aesthetic value and entertainment value, humorous materials play an important role in enhancing the teaching quality. Firstly, 83 humorous materials in the primary school textbooks of Vietnamese subject are collected and classified into sub-skill categories. Secondly, the awareness, the resources and the frequency of using humorous materials by teachers in two primary schools in Vinh Phuc and Hanoi are examined. Thirdly, the compatible relationship between the use of humorous materials and constructivist teaching, especially 5E procedure, is analyzed. Last but not least, a constructivism-based designing procedure of humorous materials is proposed and the experimental application of this procedure by 38 third-year students in Primary Education Faculty, Hanoi Pedagogical University 2 and 36 primary school teachers is presented. The findings indicate that the designing procedure of humorous materials is highly workable in teaching Vietnamese language in primary schools.
American Journal of Educational Research. 2019, 7(6), 407-417. DOI: 10.12691/education-7-6-6
Pub. Date: June 27, 2019
4125 Views1027 Downloads2 Likes
Comparing the Effect of Explicit Mathematics Instruction with Rigorous Mathematical Thinking Approach and 5E’s Instructional Model on Students’ Mathematics Achievement
Original Research
This study investigated the effect of explicit mathematics instruction with rigorous mathematical thinking (EMI-RMT) approach and 5E’s instructional model in mathematics achievement. It utilized the quasi-experimental pretest-posttest non-equivalent control group research design to gather the data. The researchers made use of the teacher-made test with a Cronbach alpha reliability coefficient of .74. Two intact classes of freshmen education students enrolled in the school year 2018-2019 at the University of Science and Technology of Southern Philippines, Cagayan de Oro City participated in this study. One section was taught using EMI-RMT approach in discussing the concept of the plane and spherical trigonometry while the other group was taught using the 5E’s instructional model. The analysis of covariance (ANCOVA) with posttest as the dependent variable and pretest as the covariate, yielded F(1,60)=.068, p=.796, which is not significant at .05 level. This implies that the achievement of students taught with EMI-RMT is comparable with the achievement of students taught with 5E’s instructional model. Since many studies showed that 5E’s instructional model is effective, the researchers recommend that mathematics teachers may also employ the EMI-RMT approach in their classes to improve their students’ achievement in mathematics.
American Journal of Educational Research. 2019, 7(6), 402-406. DOI: 10.12691/education-7-6-5
Pub. Date: June 22, 2019
3732 Views1105 Downloads1 Likes
Difficulty in Conducting Research and Learning Ability in English among College of Teacher Education Students
Original Research
Conducting research is an integral part of being a scholar-practitioner with the skills and credibility to effect social change. This research is aimed to assess the difficulty in conducting research and learning ability in English among CTE students. Employing an adopted questionnaire in a descriptive type of research, the respondents’ difficulty in conducting research and learning ability in English were determined and evaluated. Results showed that difficulty in conducting research of BSED students is moderate extent while the BEED students are in high extent. Furthermore, the BSED’s difficulty in conducting research when they are grouped by learning ability is in moderately extent while the BEED students are in high extent. However, the learning abilities of BEED and BSED respondents do not affect the difficulty in conducting research.
American Journal of Educational Research. 2019, 7(6), 398-401. DOI: 10.12691/education-7-6-4
Pub. Date: June 20, 2019
3575 Views905 Downloads
Model College Entrance Examination Scores as Predictors of Students’ Performance in Junior Secondary Certificate Examination in Mathematics and English Language in Abia State, Nigeria
Original Research
The study investigated model college Entrance Examination scores as predictors of students’ performance in Junior Secondary Certificate examination in Mathematics and English Language in Abia State, Nigeria. Four research questions and four null hypotheses guided the study. The design of the study is correlational. A sample size of 500 students drawn from four (4) out of six (6) Model State Secondary Schools in Umuahia North Local Government Area through simple, stratified and purposive sampling techniques was used for the study. The students sat for both Model College Entrance Examination (MCEE) in 2011 and 2012 and Junior Secondary Certificate Examination (JSCE) in 2014 and 2015. The MCEE and JSCE results in mathematics and English language were used for data collection. Simple regression Analysis of Variances (ANOVA) and t-test associated with the regression were used to test the null hypotheses at 0.05 alpha level. The results revealed that the students’ scores in MCEE in both mathematics and English Language in 2011 had significant predictive powers on their performance in 2014 JSCE. Also in 2012, it was realized that students MCEE scores in both Mathematics and English Language had no significant predictive powers on students’ performances in 2015 JSCE in both subjects. On the basis of these findings, it was recommended among others that teachers should give adequate preparation to the students for the Model College Entrance Examination in order to retain consistency in their Junior Secondary Certificate Examination.
American Journal of Educational Research. 2019, 7(6), 392-397. DOI: 10.12691/education-7-6-3
Pub. Date: June 17, 2019
5316 Views1769 Downloads
Communities of Practice for Teaching and Learning Mathematics
Review Article
The target of the present study is to illustrate the importance of the communities of practice for teaching and learning mathematics. This is a composite subject that requires the discussion and analysis of several factors including a general introduction to the communities of practice, the status of mathematics education in the modern society, the desired learning skills of the 21st century, the profile of the competent teacher of mathematics, the socio-cultural views for the teaching and learning of mathematics, etc. All the above factors are combined here to present ideas and conclusions about the form, the role, and the usefulness of the communities of practice for teaching and learning mathematics, especially for the developing countries. Although this is not a new idea, it is believed that the analysis of the subject provided here is interesting and useful for the reader.
American Journal of Educational Research. 2019, 7(6), 386-391. DOI: 10.12691/education-7-6-2
Pub. Date: June 12, 2019
2892 Views1057 Downloads
Project Method of Teaching Visual Arts and Teacher Trainees Content Knowledge Achievements in Ghana Colleges of Education
Original Research
The purpose of this study was to find out the content knowledge achievement of teacher trainees who are taught practical topics in visual arts using project method of teaching and those who are not. The study employed analytical survey design. The study targeted 3- year diploma in basic education colleges of education students in second year offering visual arts as an elective and visual arts lecturers in colleges of education in Ghana. The sample size for the study was 122 (115 students and 7 lecturers). The instruments used for data collection were questionnaire and interview guide. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The result of H01indicated that there is significant difference in content knowledge achievements between the teacher trainees who were taught using project method and those who were not. H02revealed that practical activities teacher trainees offering visual arts are exposed to through the project method of teaching has a positive relationship on their content knowledge achievements. It was found out that teacher trainees who were taught practical topics in visual arts using project method of teaching acquire new and adequate content knowledge than those taught using other methods of teaching. The study recommended that lecturers teaching visual arts should employ protect method in teaching practical component of the syllabi. Teacher trainees studying visual arts should be motivated to undertake project works that would enable them to acquire relevant skills needed to effectively handle the creative arts and basic design and technology subjects at the basic level of education in Ghana.
American Journal of Educational Research. 2019, 7(6), 381-385. DOI: 10.12691/education-7-6-1
Pub. Date: June 04, 2019
4241 Views1730 Downloads1 Likes