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Volume 9, Issue 10

Development and Validation of Graphic Novel as a Supplementary Learning Material in Chemical Bonding
Original Research
One of the most challenging tasks in teaching high school students is using appropriate learning material suitable to their level of proficiency, learning styles, and interests. This study aimed to develop and validate a graphic novel that can be used as a supplementary learning material in chemical bonding. The research utilized a design and development research design for the graphic novel development. An expert validation checklist was used to evaluate the validity of the graphic novel in terms of chemistry content, language, aesthetics, and social content. It was found out that the developed graphic novel has an overall rating of excellent as validated by the experts which signifies that the developed graphic novel has a high level of validity. It conforms to the criteria of instructional material development. Thus it can be used in teaching chemical bonding for Grade 9 students.
American Journal of Educational Research. 2021, 9(10), 654-659. DOI: 10.12691/education-9-10-8
Pub. Date: October 28, 2021
Immanent-Transcendence: Towards a More Ethically-Oriented CPD in the Wake of Uganda’s National Teachers Policy (2019)
Original Research
While efforts to regularize CPD and comply with global standards promise a more competent teacher workforce in pre-primary, primary and secondary schools, the question of a more enchanted and value-oriented CPD embedded in local cultural-linguistic life worlds remains hanging. Carefully going through the traditional philosophical terrain, since Hume and Kant, up till Heidegger, Foucault and the Neo-pragmatists, and Virtue Ethicists, the purpose of this paper is to provide a philosophical background against which Uganda’s National Teachers Policy could be conceived as more ethically-motivated. We used content analysis to examine the National Teacher Policy document alongside other local and international literature about teachers’ continuous professional development. It concludes by showing how a Levinasian perspective, though not widely known in educational circles, explains how a personally engaging and vocational professionalism could re-enchant the Ugandan teacher’s work and life.
American Journal of Educational Research. 2021, 9(10), 647-653. DOI: 10.12691/education-9-10-7
Pub. Date: October 28, 2021
The Experiences, Challenges and Perception on Online Lesson Study (O-LS) as Teacher Professional Development Program
Original Research
The COVID-19 pandemic resulted a drastic change in the educational landscape across the world, which force education leaders to come up with teacher professional development (TPD) activities to provide support for teachers to overcome the sudden learning modality change and to ensure that quality education is not compromised. Hence, this descriptive research was undertaken to explore the teachers’ lived experiences, challenges and perception on the newly introduced Online Lesson Study (O-LS) as a TPD. The five (5) English teachers took part of the O-LS as TPD. There were 2 research instruments used, the structured guide questionnaires for the FGD, and the self-test checklist for the teachers’ perception on O-LS as TPD. Thematic analysis was used for the qualitative data gathered and percentages for the qualitative responses on the teachers’ perceptions of the O-LS as a TPD. Results showed that teachers highly appreciated and well accepted O-LS as a TPD. Teachers find the O-LS TPD as an opportunity for intrapersonal and professional growth. There were few challenges in the implementation of O-LS, however it can be worked out. Thus, it is forwarded that administrators to organize an online lesson study through in-service trainings. Further, similar studies may be conducted in other subjects and may consider other factors such as coordination of work assignment, gathering of students’ responses as bases for lesson design, teachers’ preparation for discussion and internet signal which are found as challenges in the implementation of O-LS.
American Journal of Educational Research. 2021, 9(10), 639-646. DOI: 10.12691/education-9-10-6
Pub. Date: October 24, 2021
Women Opportunities to Show Talents in Leadership Positions in Primary Schools in Maralal Zone Samburu County, Kenya
Original Research
The purpose of the study was to determine the influence of women opportunities to show talents in leadership position in primary schools in Maralal zone Samburu County, Kenya. The study was guided by Educational Change Theory by Fullan’s and the gender, educational and management theory by Wallace’s. The study used the mixed method research approach which combines quantitative and qualitative approaches. The Descriptive survey design was used. The study population involved 26 head teachers and 26 deputies totaling to 52. Purposive sampling was used. Questionnaires and interview guide form were used to collect data in this study. The quantitative and qualitative data was analyzed using descriptive (mean, standard Deviation) and inferential statistics (Pearson Product Moment). The findings indicate that results were statistically significant (p-value = 0.002<0.05) that there was a significant influence of women opportunities to show talents on their leadership position in public primary schools. The findings revealed that women opportunity to show their talents in leadership positions had not been fully achieved in public primary schools. The findings conclude that there few female staff who have opportunity to show their potential talents in their leadership positions due to male dormance in leadership position in public primary schools in Maralal zone Samburu County, Kenya. The study recommends that government and other gender related Non – governmental organizations should encourage stake holders to follow the policy and improve on the self-esteem of women so as to encourage them for management positions in their schools.
American Journal of Educational Research. 2021, 9(10), 633-638. DOI: 10.12691/education-9-10-5
Pub. Date: October 24, 2021
A Cooperative Learning Approach towards Cell Biology
Original Research
The problems in educational field are not new, many educators and researchers are continually seeking ways and effective approaches to increase student achievement and outcomes. The biology education is however a crucial problem that needs to be solved, the problems in science education are amplified where educational and teaching approach plays critical role. In this paper, cooperative learning approach has been utilized to solve the problem of cell biology teaching, because it motivates students in ways that traditional approach does not. The cooperative learning provides an opportunity to students to enhance communication, social, critical thinking and problem-solving skills. The reason this approach is suitable for effective teaching is that it provides active learning roles to students, rather than traditional learning where students have passive-learner role to fulfill. A step-by-step implementation plan for cooperative learning in cell biology teaching has been presented in this excerpt which is beneficial for teachers and educational leaders in the field of science.
American Journal of Educational Research. 2021, 9(10), 624-632. DOI: 10.12691/education-9-10-4
Pub. Date: October 19, 2021
Achievement Motivation of SMK Islamic Religious Education Teachers in Pesawaran Regency, Lampung Province
Original Research
The main objective of this research is to analyze the motivation of teachers of Islamic religious education at SMK in the regency of Pesawaran, province of Lampung. This research is descriptive research using a qualitative approach. The results of the study revealed that: Islamic religious education teachers at SMK in Pesawaran district, the level of motivation to succeed is still rated as low because (1) they do not have the desire to always excel, (2) are less creative and innovative, and (3) dislike challenges or competition. Based on these results, several recommendations are made according to which, to increase teacher motivation, several measures can be taken, including (1) the implementation of effective and efficient supervision of the school principal, (2) the development of the professionalism of teachers and (3) the creation of a culture of school quality.
American Journal of Educational Research. 2021, 9(10), 621-623. DOI: 10.12691/education-9-10-3
Pub. Date: October 18, 2021
The Role of Assessment Practices in Fostering Higher Order Thinking Skills: The Case of Uganda Certificate of Education
Original Research
The need to nurture learners’ thinking skills both in Uganda and internationally has become a focus of education. This is apparent as studies consistently show the significance of thinking skills for learners both in school and later in life. The intent of this paper is to explore the role of assessment practices and teaching methods in Uganda in fostering higher order thinking skills. The study used a descriptive analytical research method to analyse the underlying mechanisms of national examinations and how they relate to teaching and learning. Data sources and analysis included official documents from the Ministry of Education and Sports, and Government of Uganda as well as academic literature about assessment and examinations. Analysing the current assessment and examinations at the Uganda Certificate of Education (UCE) level, we argue that these assessments and examinations can be one of the ways to compel teachers refocus their pedagogical practices towards learners’ thinking skills. We, however, also acknowledge that this approach can only be successful if teachers possess the technical capabilities to nurture these skills. We also highlight the significant role of a school environment that fosters a culture which encourages and rewards learners for asking questions, challenging colleagues and teachers’ points of view without fear of being punished or reprimanded for challenging authority.
American Journal of Educational Research. 2021, 9(10), 612-620. DOI: 10.12691/education-9-10-2
Pub. Date: October 09, 2021
Reality of Developing Communication and Cooperation Capacity for Students by Organizating Experiential Activities in Primary School in Vietnam
The ability to communicate and cooperate is one of the most important competencies in life. In addition, experiential activities play a great role in developing students' competencies and qualities, including the ability to communicate and cooperate. However, the development of cooperative communication capacity in primary schools still faces many limitations in both management and educational work. The article presents the results of a survey analysis on 56 teachers and 660 students at Greenfield Inter-level High School on the situation of developing communication and cooperation capacity for students in organizing experiential activities in primary schools. Research results shows the current situation as a scientific basis to propose measures to develop communication and cooperation capacity for students in organizing experiential activities at the primary level.
American Journal of Educational Research. 2021, 9(10), 607-611. DOI: 10.12691/education-9-10-1
Pub. Date: October 08, 2021