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Volume 8, Issue 12

Development of Discovery Learning Tools
Original Research
The purpose of this research is to find a solution to the problems placed by SMA Negeri 1 Binjai in the form of; low mathematics learning outcomes, do not like mathematics, and 47% of students who exceeded graduation scores. Researchers try to provide a solution in the form of developing discovery learning tools. These learning tools include; RPP, student books (BS), teacher books (BG), and learning activities (LAS). The learning tools are structured based on the principles of the discovery learning model. The development model used in this study is Dick and Carrey, with the research subjects of SMA Negeri 1 Binjai students connecting 60 students, as well as on geometric transformation material. In the development process, two trials of learning devices were carried out with the aim of seeing the validity (expert validation), practicality (class validation and management) and effectiveness (classical completeness, achievement of learning objectives, learning time and student response) as a condition for quality development outcomes. Based on the results of the study, it was found that the diskpvery learning device met the criteria of validity, practicality and effectiveness.
American Journal of Educational Research. 2020, 8(12), 938-945. DOI: 10.12691/education-8-12-7
Pub. Date: December 23, 2020
Employability Skills, Competencies and Relevant Programs in Engineering Technology Graduates: A Case of Mindanao State University System, Philippines
Original Research
Determining how graduates of Engineering Technology Programs faces the challenges of being part of the workplace and serve as substantial input and basis of policymakers in Mindanao State University System, the Philippines for continuous enhancement and improvement of the services being offered by the Institution to the community and industry within and outside the region. This study evaluates and determines the employability skills of the graduates of Engineering Technology programs of Mindanao State University System as a basis of the curricular review, enhancement, improvement, and sustainability of the Engineering Technology programs. Findings of the study revealed that the majority of the graduates of Engineering Technology programs did not seek employment after their graduation, but enrolled in baccalaureate degrees which are non-allied to their diploma obtained from the University System. Among the competency skills acquired by the graduates of Engineering Technology programs; assessment, inclusion, and diversity student life skill, and outcome-based have found to be a significant influence on alumni or graduates. The employability skills and competencies of the engineering technology graduates in Mindanao State University System do not comply with the skills and competencies required by the local and national industries. Hence, the Engineering Technology curriculum at Mindanao State University System needs adequate funds for operation and maintenance to improve facilities for instruction, research, and extension services that will comply with the academe-industry based curriculum. The admission and retention policies, faculty development programs, testing and evaluation, and management system have to be enhanced and improved. Faculty members teaching Engineering Technology programs in the University System have to undergo short-term technical or vocational training, pre-service training carried out by professionally-trained teachers with industrially and or occupationally-related skills, competencies, and educational qualifications.
American Journal of Educational Research. 2020, 8(12), 926-937. DOI: 10.12691/education-8-12-6
Pub. Date: December 23, 2020
Quality and Stress in Nigerian Public Universities
Original Research
This paper is an exploratory study of the trajectory of university education in Nigeria from the colonial to post-colonial era. Universities in Nigeria started as Federal Government institutions until the 1979 Constitution gave the State Governments powers to establish universities. This opened the floodgate for establishment of more public universities in Nigeria. The approach adopted by the Federal Government in establishing universities in the 40s and 70s could be described as conservative and methodical. A strategy of special relationship that allows older universities to midwife newly established ones to ensure quality assurance. However, state universities created after 1979 took off without being nurtured by older universities. Since these universities are public universities, moderate tuition fees were charged. In fact Federal Universities are tuition free. There was the problem of access and this led to the licensing of private universities by the Federal Government. Unlike public universities in Nigeria, private universities charged exorbitant fees that are beyond the reach of an average student. Therefore problem of access remains unabated. With the downturn in the nation¡¯s economy, public universities became grossly underfunded. Coping strategies adopted by these public universities include floating of juicy academic programmes to shore up their internally generated revenue. This led to non-compliance of public universities with admission quota, leading to over enrolment. With gross underfunding and over enrolment quality assurance is constrained. The paper suggested ways of addressing these precarious challenges confronting these public universities in Nigeria.
American Journal of Educational Research. 2020, 8(12), 914-925. DOI: 10.12691/education-8-12-5
Pub. Date: December 16, 2020
91 Views52 Downloads
Assessing Level Physical Education Teachers’ Knowledge in Palestine with Total Quality Management (TQM) Practices - A Survey Study
Original Research
One of the emerging philosophies of management is that of TQM. It has received wide acclaim enhancement in industry as well as school nowadays. This means ensuring that all students are able to develop their cognitive, social, emotional, cultural, and physical skills to the best of their abilities and preparing them for their further school career. For that reasons, this research is conducted to evaluate the level of physical education teachers’ knowledge of TQM practices. Descriptive and analytical approach was used. The sample consisted of (33) male and female teachers. Data were collected using a questionnaire as a study tool. The study found that the level of physical education teachers ’knowledge of TQM practices was average on for all TQM practices, and there were no differences in the knowledge of physical education teachers of TQM practices attributed to educational level and experience, while there exist a differences in the knowledge of physical education teachers of the TQM practices according to gender and in favor of females. The research recommended to conduct similar study includes a larger sample, and addresses other TQM practices that are not covered in the current research.
American Journal of Educational Research. 2020, 8(12), 906-913. DOI: 10.12691/education-8-12-4
Pub. Date: December 14, 2020
94 Views60 Downloads
Students’ Emergency Remote Learning Experiences during the COVID-19 Pandemic Lockdown in a Selected University in Africa
Original Research
Remote teaching is a form of course delivery in which courses originally designed for face-to-face delivery are modified and delivered online to meet an emergency situations [9]. This is the situation in which universities all over the world found themselves at the beginning of the calendar year of 2020 due to the outbreak of COVID 19 Pandemic. The purpose of this study, therefore, is to investigate Students’ Remote Learning Experiences during the COVID-19 Pandemic in a selected University in Africa. Quantitative research method was used in gathering, analyzing the data and interpreting the results. The data was gathered online through google forms immediately after the students had completed emergency remote learning and taken the online examinations, while in the CIOVID-19 pandemic lockdown recess. Respondents were 681 students in a selected university in Africa. They responded to seven questions pertaining to their remote learning experience during the COVID- 19 pandemic lockdown. Results revealed that 87% of respondents were able to access either part or the whole of the materials sent to them remotely by faculty. Only about 13% of respondents indicated that they could not access the online materials. Majority (73%) of respondents indicated that lack of reliable internet connectivity was the main challenge they faced during remote learning. Lack of resources (58.4%), power failure (54.9%), and lack of skills in handling technology (15.6%). Generally, respondents reported mixed feeling of their emergency remote learning experiences. Half of respondents (50.4%) indicated that their experiences were frustrating whereas 32.2% of the respondents indicated that their experience was neither frustrating nor exciting comprised, Only 16.4% indicated that their experience was exciting. 49.8% of respondents prefer blended learning to continue after COVID 19 while 34.5% prefer that the online learning ends immediately and face-to-face classes continue. Very few (15.7%) of respondents prefer that the online course delivery continues even after COVID-19.
American Journal of Educational Research. 2020, 8(12), 899-905. DOI: 10.12691/education-8-12-3
Pub. Date: December 09, 2020
191 Views138 Downloads
Examining Distributed Leadership and School Outcomes in Finnish Compulsory School
Original Research
This paper discusses distributed leadership (DL) as educational leadership structure and its relation to school outcomes in compulsory schools. School outcomes are defined as students’ learning to learn abilities. This study tests two hypotheses. H1: DL is perceived as a continuum consisting of two ends (as delegation and as situation-based interaction between leaders and subordinates). H2: conceptualization of DL as situation-based interaction positively affects the outcomes of the school. The data are leadership inquiry and students’ longitudinal learning to learn follow-up data from grades 3 to 6 or grades 6 to 9. The results indicate that DL does not appear as a unidimensional continuum. Educational leadership is formed from multiple dimensions, and DL is one part of the whole; thus, H1 was incorrect. The conceptualization of DL as situation-based interaction is not statistically satisfactorily related to outcomes of the school; therefore, H2 was also incorrect. The paper concludes that results of this study point to the meaning of local education policy as a means of steering the distribution of students between schools in order to maintain the small between-school differences in student outcomes.
American Journal of Educational Research. 2020, 8(12), 893-898. DOI: 10.12691/education-8-12-2
Pub. Date: December 03, 2020
217 Views149 Downloads
International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries
Literature Review
The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government’s commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.
American Journal of Educational Research. 2020, 8(12), 885-892. DOI: 10.12691/education-8-12-1
Pub. Date: December 01, 2020
267 Views202 Downloads