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Volume 9, Issue 3

There’s Aha! in Haha: Unraveling the Serious Side of Humor in the Classroom
Original Research
In a fast-changing classroom setting, one must consider the importance of knowing the qualities of who occupy the four corners of the classroom - the 21st century learners who have distinct personalities specifically in a dynamic learning environment. This study is designed to explore the experiences of three high school students from Cabarroguis National School of Arts and Trades who experienced humor as a strategic tool in teaching. Qualitative data were gathered from the informants’ interview. Data were processed through document trail among the informants to confirm the veracity of their claims based on the transcriptions. Thematic analysis unraveled four themes on the experiences of the informants: (1) Distinguishing the Ideals, (2) Strict and Serious: A No-No for the Young Learners, (3) To Laugh is to Remember: Humor Aids Recall, and (4) To Laugh is to Connect: Humor Magnets Attention. It is concluded that 21st century learners are idealistic learners who easily get bored with strict and serious classroom atmosphere but aroused with instructional humor which attracts their attention, maintains their discipline, and improves their performances.
American Journal of Educational Research. 2021, 9(3), 142-145. DOI: 10.12691/education-9-3-8
Pub. Date: March 28, 2021
Examining the Relationship between Charter Competition, Teacher Quality, and School Resources on Ohio’s Reading Achievement
Original Research
The purpose of this article is to examine the relationships between charter competition, teacher quality, and school resources on reading achievement. According to the market-based theory, the threat that charter competition poses should encourage traditional public schools to adopt policies and practices that lead to increased student achievement. A linear mixed-effects model was used to analyze district and building-level date to determine which variable(s) presents as the best predictor of reading achievement in Ohio. The sample consisted of 293 schools from four districts between 2005 and 2017. The findings suggest that as the charter school to public school ratio increases in a district, the reading achievement of students attending traditional public schools decreases; when the average reading proficiency for charter schools increases in a district, traditional public students demonstrate higher reading proficiency; the focus on teachers with a highly qualified certification does not lead to increased reading performance scores; and that after accounting for other predictors, the amount of per-pupil funding allocated for curriculum and instruction are significantly related to reading achievement at the elementary level but not at middle school level.
American Journal of Educational Research. 2021, 9(3), 133-141. DOI: 10.12691/education-9-3-7
Pub. Date: March 25, 2021
Analysis of Some Properties of the Rasch Model in Physics Education
Original Research
In the educational field, there are several ways to teach and evaluate students, especially in knowledge of electrical circuits. In this work, we discuss some properties of the dichotomous Rasch model applied to the area of Physics Education, to evaluate the learning performance of high school students in knowledge of electrical circuits. The teaching exercise and data collection were carried out in a Mexican High School. Here we show how the Rasch model helps us to appreciate progress that students have in their knowledge about electrical circuits, when using an active teaching methodology in the classroom.
American Journal of Educational Research. 2021, 9(3), 125-132. DOI: 10.12691/education-9-3-6
Pub. Date: March 25, 2021
Thrombosis in Covid-19 Patients and Dilemma of Antithrombotic Choice: A Systematic Review
Review Article
Background: Coronavirus Disease 2019 (COVID-19) potentially deteriorates the immune system and triggers prothrombotic states in many patient scenarios. Clinical studies so far do not stratify the risk of thromboembolism in COVID-19 cases. Objective: This systematic review investigates the risks of thromboembolism and outcomes of anticoagulation therapy in COVID-19 patients. Methods: We searched PubMed, Cochrane Library, Embase, Web of Science, and Google Scholar to identify relevant studies assessing thromboembolism and anticoagulant therapy in COVID-19 patients. Study Selection, Data Extraction, and Synthesis: Two reviewers screened the titles and abstracts of the included studies in the context of COVID-19, thrombosis, and anticoagulant therapy. The reviewers also ascertained the elimination of duplicate articles. Results: We included eight studies based on the thromboembolism predisposition of COVID-19 (adult/elderly) patients with the status/history of cardiovascular disease, diabetes, hypertension, obesity, and hospital admission. Conclusion: Prospective studies need to explore the risks of thromboembolism in patients with COVID-19. The current body of evidence does not substantiate antithrombotic treatment for managing thromboembolism in the setting of COVID-19. The physicians must take preventive measures for reducing the incidence rate of thromboembolism in COVID-19 scenarios until the availability of definitive treatment.
American Journal of Educational Research. 2021, 9(3), 117-124. DOI: 10.12691/education-9-3-5
Pub. Date: March 25, 2021
Do Teachers’ Mathematical Knowledge for Teaching Matter on Pupils’ Achievement?
Original Research
This study investigated the influence of teachers’ Mathematical Knowledge for Teaching (MKT) on student’s achievement. It employed survey method to gather data from fifty (50) elementary teachers and one thousand eight hundred thirteen (1,813) pupils of the Department of Education-Division of Iligan City during the school year 2019-2020. The researcher made use of two (3) instruments: Mathematics Teacher Questionnaire, 25-item MKT two-tiered test and 25-item researcher-made elementary mathematics achievement test. MKT test and researcher-made achievement test have reliability coefficients of .774 and .701 respectively. The analysis of the data gathered revealed that the mathematics teachers were poor in the MKT and has no significant relationship with pupil’s mathematics achievement. Hence, the researchers recommend that educational leaders may redesign and reevaluate their in-service trainings to provide teachers with excellent professional development trainings, giving rewards and incentives to motivate teachers strengthen their subject content knowledge and appropriate pedagogy to improve student learning outcomes.
American Journal of Educational Research. 2021, 9(3), 113-116. DOI: 10.12691/education-9-3-4
Pub. Date: March 18, 2021
Developing the Course Outline and Lesson Plans for the General Education Module through Blended Learning: A Case Study at University of Education, Ho Chi Minh City, Vietnam
Original Research
The article demonstrates a study at Ho Chi Minh City University of Education in order to improve the General Education module with the application of Blended learning. Questionnaires have been employed with the sample of 200 students who participated in the pedagogical training program to examine their perceptions and needs on related issues. In addition, theoretical study and empirical research methods were also used to establish the theoretical foundation and confirm the effectiveness of the developed products. The development of the General Education Module with Blended learning has been conducted in 5 steps: analyzing the current situation, developing detailed outlines, designing lesson plans, testing – implementing and evaluating the module. In the context of changing university training programs in Vietnam, the development of modules such as Blended Learning for General Education in the form of Blended Learning is necessary. It can contribute to the increase of the efficiency, the higher outcomes of self-study, the gain of the opportunities for interaction, therfore, the learning results are enhanced.
American Journal of Educational Research. 2021, 9(3), 106-112. DOI: 10.12691/education-9-3-3
Pub. Date: March 18, 2021
Reproductive Health Education for Vietnamese High School Students in the Current Context
Original Research
The article has analyzed the importance of productive health education and its goals, contents, methods and forms of this education for students of high schools. The authors have employed a survey to investigate the current situation of productive health education for high school students in the Norther Central of Vietnam. Data collected from the research have been analyzed statistically, thus are highly reliable, which creates a solid foundation for these following suggestions and recommendations: (1) increase the awareness of teachers, students and relevant stakeholders about the significance of productive health education for students at high school; (2) Renovating the content, methods, and forms of productive health education to meet the requirements in terms of psychology and personalities of high school students and specific conditions of each school; (3) Fostering the competence of teachers at high schools, especially the capacity of teaching productive health education; (4) Increasing investment into facilities and productive health education programs at high schools) to improve the effectiveness of reproductive health education for high school students in today's context.
American Journal of Educational Research. 2021, 9(3), 97-105. DOI: 10.12691/education-9-3-2
Pub. Date: March 18, 2021
Enhancing Young Children Narrative Skills: The Effects of a Self-regulated Instructional Strategy
Original Research
In spite of the constantly increasing children’s needs mainly concerning their social-emotional competencies, the necessity to reinforce their oral skills is considered of high importance. Also, despite the openly acknowledged agony of researchers to find modern, effective instructional methods, in practice very few studies suggest means, procedures and techniques that can productively “meet” the differentiated levels of preschool children’s oral and written language comprehension and production. Given that narrative takes a dominant place in children’s oral skills, the purpose of this study was to examine the impact of a self-regulated instructional strategy on kindergarten children's narrative skills development. The sample consisted of 98 children aged 5-6 attending 10 kindergarten in a local school. In the experimental group a training program was implemented over eight weeks. The results showed that training in narrating fictional stories helped children assimilate story structure and enabled them to apply it effectively when they were asked to create a fictional story. In addition, children in the experimental group had significant higher performance than those in the control group. The significant effect of the training program in young children’s narrative skills remained even after they entered primary school.
American Journal of Educational Research. 2021, 9(3), 91-96. DOI: 10.12691/education-9-3-1
Pub. Date: March 04, 2021