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Volume 8, Issue 11

Students’ Online Learning Readiness and Internet Connectivity: Bases for the Customization of QSU e-Aral
Original Research
The declaration of pandemic due to CoViD-19 in March 2020 brought a radical change and shift of instructional modalities in education towards online modality due to the non-contact policy of the Philippine government as well as to the governing board of the Commission on Higher Education. Learning Management System involves synchronous and asynchronous learning modalities that can be offered in online and offline modalities. In this regard, the Quirino State University system tried to determine the online learning readiness of its students in its quest of customizing a Learning Management System - the QSU e-Aral. Employing the survey of the Descriptive Research and Developmental Research designs, the following are known: students at QSU are ready in going online classes except for being focused and being able to manage their time in going online; albeit, most of them lack a-priori online activities; students in QSU Maddela vouched inferior concordances in focusing themselves to online tasks and managing their time when compared to their counterparts in Diffun and Cabarroguis; and students at QSU are burdened with computer and internet rentals in cafes in their locality. Aptly, the proposed QSU e-Aral may be customized to have an offline and online feature to suit best the readiness, needs, and financial capability of QSU students.
American Journal of Educational Research. 2020, 8(11), 878-884. DOI: 10.12691/education-8-11-8
Pub. Date: November 30, 2020
266 Views193 Downloads
Developing Students’ Mathematics Achievement Using Three-Tiered Instructional Model
Original Research
This study investigated the effectiveness of using Three-Tiered Instructional Model in enhancing students’ achievement in mathematics. The participants were two (2) intact grade 8 class of Misamis Oriental General Comprehensive High School in school year 2019-2020. The experimental group of the study was taught using Three-Tiered Instructional Model having its attributes wherein Tier 1 is a core classroom instruction conducted by the teacher; Tier 2 is a targeted small group instruction through peer tutoring; and, Tier 3 is the intensive individual intervention through pair tutoring. For the control group, students were taught using the Three-Tiered Instructional Model with the following attributes: Tier 1 is still carry out by the teacher; Tier 2 is a conventional small group discussion facilitated by the teacher; and, Tier 3 is an individual intervention through remedial conducted by the teacher. Prior and after the experimental period, students were given a validated 26-item multiple choice test to measure students’ achievement. Data collected were analyzed using mean, standard deviation and two-way analysis of covariance (ANCOVA). Results of the analysis revealed that students’ achievement in mathematics improved when taught using the Three-Tiered Instructional Model. The attributes used in each tier for experimental group helped the students better in their mathematics performance than the attributes used in each tiers for the control group. Hence, the researchers recommended that mathematics teachers may employ Three-Tiered Instructional Model in teaching mathematics as it has a positive effect in improving students’ mathematical achievement; provide enough opportunities to the performing students to solidify their learning; and, offer more chances to the least performing students to gain help in their difficulties. Furthermore, similar studies may be conducted for the better proper employment of the instructional model using different attributes in each tier and study how it can efficiently foster students’ achievement in mathematics.
American Journal of Educational Research. 2020, 8(11), 873-877. DOI: 10.12691/education-8-11-7
Pub. Date: November 19, 2020
283 Views202 Downloads
Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students
Case Study
Computational thinking is considered one of the skills that individuals should possess in current society. The purpose of this study is to explore the potential of implementing unplugged and robotics game-based learning activity in the context of multidisciplinary learning. A total of 27 fourth-grade students at ten years old on average participated in the teaching experiment. Two research questions were evaluated in this study: i.e., the differential effectiveness of the approach between unplugged and robotic collaborative game-based learning in terms of CT skill and science, and ARCS motivation models of game-based learning carried out in the class for the use of learning tools. There were two phases of the learning process: in phase I, students played with an unplugged activity named Meta-Mind Table Game, and in phase II, students played with robots named Meta-Mind Robotic games. Each phase was then analyzed by both mid-test and post-test. The study revealed the inclusion of both unplugged and robotic game-based learning was beneficial to the students. Students were significantly motivated and greatly enhanced in terms of learning effectiveness.
American Journal of Educational Research. 2020, 8(11), 866-872. DOI: 10.12691/education-8-11-6
Pub. Date: November 16, 2020
336 Views177 Downloads1 Likes
Developing a School’s Education Plan Based on the Competence-Competence-Oriented Education: A Study on teaching Chemistry for Grade-11 Students at a Vietnamese High School
Original Research
Designing education plans towards the development of students’ competences has been considered an important task for high school teachers in Vietnam as for the requirements of the national educational reforms. This paper is aimed to present principles and procedure of designing a school’s education plan, particularly some theme-based teaching modules, in teaching Chemistry for grade-11 students in a Vietnamese high school, using competence-based education approach.
American Journal of Educational Research. 2020, 8(11), 856-865. DOI: 10.12691/education-8-11-5
Pub. Date: November 16, 2020
255 Views151 Downloads1 Likes
Improving Pre-service Teachers’ Memory and Retention Using Durable Memory Strategies in an Instructional Technology Course
Original Research
There are evidence that human learning can generally be mediated. Learning takes place when learners interact with learning materials and the environment of the learner has been sufficiently modified in such a way that a specified learning outcome occurs. But how can leaners apply an acquired knowledge or skill if you have not committed it to memory? Durable memory is the basis on which effective inquiry, thinking and learning are done; the ability to remember things. Hence, this study examines how durable memory strategies (Memory Palace and Mind mapping) influence pre-service teachers’ memory and achievement and find out if Intelligence Quotient is a proxy for memory and Achievement. This study adopted the Pretest Posttest Control Group Quasi-Experimental Design. The results show that there was significant main effect of treatment (mind map and Memory Palace) on pre-service teachers’ Memory and Achievement. This study shows that learning using durable memory strategies could make a difference in helping learners retain and recall content that can be used in problem solving, creating things, and thinking critically.
American Journal of Educational Research. 2020, 8(11), 847-855. DOI: 10.12691/education-8-11-4
Pub. Date: November 15, 2020
303 Views172 Downloads1 Likes
The Essence of Health and Longevity
Original Research
The health of global societies is worsening; this is reflected not only in the increasing prevalence of co-morbidities in the population but also in already registered shortened lifespan. Systems science and the dynamic systems model have been used to study the core issues of unhealthy biologic systems, cascading down to cellular level. The still-evolving COVID-19 pandemic has exposed the vulnerabilities and spiraling penalties of unhealthy lifestyles. Dysfunctional immune system, a boundary, has been put in focus in this study, for its role in not only failing to protect but, through its components breakdown, also cause damage to the entire biologic system of human body; more than the ‘virus’, human decisions, and their impact on health, have been the significant upstream etiology of the pandemic because viruses favor unhealthy cells for their replication. The path to regain health, individually and collectively, is not in new drugs but in inculcating the importance of highly-structured decisions-consequences learning loop; in addition, interval training, spanning intensive physical exercise and selectivity of caloric and sensory input, benefits all levels of living systems-from cells to societies.
American Journal of Educational Research. 2020, 8(11), 828-846. DOI: 10.12691/education-8-11-3
Pub. Date: November 15, 2020
320 Views149 Downloads
Effect of Self-Evaluation Learning Strategy on Academic Performance in English Language among Students in Public Secondary Schools in Kenya
Original Research
The rationale of the study was to find out the effect of self-evaluation learning strategy on academic performance in English language among students in public secondary schools. The study adopted a convergent mixed design which combined Solomon Four group experimental design and in-depth interviews. The study targeted 1397 form three students from 23 public secondary schools and 49 teachers of English language. The study sampled 283 form three students through stratified random sampling technique. The participants from the four groups were randomly assigned into experimental and control groups. Purposive sampling technique was used to obtain twelve (12) teachers of English. Triangulation was employed to collect data using pretest/posttest scores, Focus Group Discussion, in-depth interviews, and metacognitive learning strategy questionnaires. Multiple regression analysis findings revealed that self-evaluation learning strategy explains 6.4 per cent (R2 =.064) of the variance in academic performance in English language. The study found a statistically significant difference on self-evaluation learning strategy on academic performance in English language among students in public secondary schools. The study concluded that there exists a positively statistically significant effect of self-evaluation learning strategy on academic performance in English language. Therefore, the study recommended that self-evaluation learning strategies should be utilized and integrated by students in the learning process in order to foster their ability to learn and enhance the overall academic performance in English language.
American Journal of Educational Research. 2020, 8(11), 822-827. DOI: 10.12691/education-8-11-2
Pub. Date: November 04, 2020
302 Views194 Downloads
Understanding How Educators Make Sense of Content Standards
Original Research
The purpose of this paper is to put forward a new conceptual framework that depicts how educators make sense of content standards and the changes that content standards engender. The Sensemaking of Content Standards (SoCS) Framework brings together different models that have been used in the literature to understand how content standards are framed by sensegivers, filtered through sensemaking processes, and implemented in classrooms. We begin by offering a rationale for the need for such a framework. Following, we build the framework by introducing each of its major research-based components. Finally, we test the framework by applying it to the cases of two state-level science education leaders in the United States reflecting on the changes that new K-12 science standards will bring to classrooms and their concerns about resistance to change.
American Journal of Educational Research. 2020, 8(11), 812-821. DOI: 10.12691/education-8-11-1
Pub. Date: November 04, 2020
266 Views151 Downloads