ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of SMASSE Teacher Training Programme on KCSE Performance in Mathematics and Chemistry Subjects in Kikuyu District, Kenya
Author: Kiige, Mwangi James
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Science Course Improvement Projects,Teacher Centers,Qualitative Research,Statistical Analysis,Academic Achievement,Mathematics Education,Chemistry,Secondary School Teachers,Teacher Effectiveness,Teaching Skills,Teaching Methods,Program Effectiveness

The changeover of the Kenyan system of education from the 7-4-2-3 to the current 8-4-4 in 1984 made science subjects (Biology, Chemistry and Physics) compulsory to all students up to form two at the secondary school level. This meant increased numbers of students in one class at a time attending the science subjects, which may compromise quality. The quality of secondary teachers and teaching is, however, influenced by many small factors rather than a few large ones. This paper is an investigation into the effectiveness of Strengthening Mathematics and Science in Secondary Education (SMASSE) training of mathematics and chemistry teachers on the Kenya Certificate of Secondary Education (KCSE) performance in Kikuyu District. The study used sixteen schools selected by stratified random sampling method. This study gathered both qualitative and quantitative data. Data analysis was done using Statistic Package for Social Sciences (SPSS) software, Registered R and Excel. Findings are presented using percentages, trend lines, frequency distribution and means. The study findings indicate that SMASSE In- service and Education Training (INSET) has no impact on the performance of mathematics and chemistry, the Activity, Student-centered, Experiment, Improvisation (ASEI) and Plan, Do See Improve (PDSI) approaches are in use and have improved the teachers' confidence and ability to deliver, and the skills learnt are effective. Thus this study concludes that though SMASSE INSET does not show impact on the performance of mathematics and chemistry, it has influenced the teachers' ability to deliver in their teaching amidst various challenges. The research recommends that future SMASSE programmes should have a bottom up approach to enable full ownership and participation by key stakeholders.
Reality of Educational Technology Use in Primary Level Social Studies Teaching in North West Badiya Education District Schools in Mafraq Governorate
Author: Menazel, Basil H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Elementary Education,Foreign Countries,School Districts,Barriers,Elementary School Teachers,Questionnaires,Teacher Attitudes,Social Studies,Administrator Role,Statistical Analysis

The study aimed to identify the use of educational technology in social studies teaching and the obstacles to availability and use of educational technology in teaching social studies at schools in the North West Badiya Education Directorate in Mafraq governorate, the Hashemite Kingdom of Jordan. The study population comprised of 137 male and female teachers in schools of the North West Badiya Education Directorate in Mafraq governorate. Full sampling was used for the study population with 119 questionnaires recovered at 0.86% of distributed copies. Three questionnaire responses were excluded as non-analyzable statistically with 119 analyzed. The study concluded that the level of practice of educational technology in teaching social studies was medium with a medium level of administrative obstacles to the use of educational technology in teaching social studies. The study recommended that school administration show interest in educational technology through a comprehensive system stemming from a strategy at the level of Ministry of Education in the Hashemite Kingdom of Jordan.
Conducting Graduate Tracer Studies for Quality Assurance in East African Universities: A Focus on Graduate Students Voices on Quality Culture
Author: Badiru, Egesah Omar
Date: 2016-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Graduate Students,Higher Education,Universities,Educational Improvement,Foreign Countries,Student Attitudes,Questionnaires,Surveys

The purpose of this paper is to propose a guide for graduate trace studies (GTS) to be adopted by universities and other higher education institutions (HEIs) in East Africa. Their essential role notwithstanding, graduate tracer studies present viable opportunities through which quality assurance (QA) can be institutionalized and mainstreamed in activities of HEIs in East Africa (EA). Moi University is embracing graduate tracer studies triggered by the DAAD UNITRACE initiative much for the reason of generating from immediate users of university academic services, nuanced and evidenced information requisite for improvement of university education and service programmes. This paper is presented as a proposal for a GTS guide for East Africa higher institutions of learning (HEIs) that if accepted shall benchmark through GTS methodology and results for use to entrench a culture of quality assurance at universities. The objective of this paper thus, is to propose a methodological guide for graduate trace studies suitable for East Africa Universities. Using experiences, methodologies, results and lessons of a pioneer graduate tracer survey conducted at Moi University, the paper posits a seven staged GTS guide that fits the needs for East Africa. Information feedback, recommendations and evaluative proposals made by graduates about their experiences during degree study and transition to the job market immensely help to improve the quality of education and services at the University (table 1). This paper should arouse our desire to initiate and entrench GTS as means by which we can achieve quality assurance at universities and HEIs in East Africa. Originality and value of this paper lies in its first ever proposal for a guide for GTS suitable and domesticated for East Africa.
Psychological Evaluation of Attitudes of Both Primary Teachers and Special Needs Children towards Each Other in a Regular School in Yaoundé-Cameroon
Author: Tanyi, Maureen Ebanga
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Evaluation,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Disabilities,Inclusion,Surveys,Hypothesis Testing,Student Behavior,Negative Attitudes,Gender Differences,Teacher Qualifications

The number of enrolment of children especially the handicaps found in regular schools is on the increase since the 2005 because of the UN educational policy on inclusive education. This has adverse effects on the learning environment, the psycho-social and professional attitudes of both teachers and the special needs children in regular schools. One crucial issue that has prompted this study is that of the ability of the regular classroom teachers to meet the psycho-social demands of special needs children in terms of attitude UN Disability Conventions exhibited in the classroom. A descriptive survey design was adopted. A total sample of 412, (205) boys and (207) girls special needs students were identified by 29 teachers from 47 secondary schools in Yaoundé were used for the study. four research questions and 2 hypotheses were raised to guide the study from which a self-designed 2-point-attitudes scale of a 12-item behavioural concepts were pre-tested and obtained a test-retest reliability coefficient of 0.88. The SPSS was used to analysed percentages and t- test statistic. The result showed that both the teachers and the subjects exhibited negative attitudes though the teachers showed more than the pupils. Gender (Sex) had no significant difference in the students' attitudes. Some (90%) of the teachers have academic qualifications and only (27%) professional qualification. None of the teachers 29 (100%) had been exposed to teaching of Special Needs children. The result prompted the following recommendations among others that teachers need an extensive programme that will enhance their ability in handling special needs children, learning environmental should be conducive to suit every learner.
Utilizing Instructional Media for Teaching Infrastructure Administration
Author: Fajriah, Ulfah Nur
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Administration,Pretests Posttests,Control Groups,Experimental Groups,Educational Facilities,Educational Media,Technology Uses in Education,Multimedia Instruction,Questionnaires,Program Validation,Feedback (Response),Group Testing,Foreign Countries

This study aims to produce instructional media Corel VideoStudio Pro X7-based on teaching infrastructure administration at class XI of APK in SMKN 1 Ngawi, East Java, Indonesia. This study uses Research and Development research design (R &amp; D) through 10 steps, namely: (1) the potential and problems, (2) data collection, (3) the design of the product, (4) design validation, (5) design revision, (6) product tryout, (7) product revision, (8) utility testing, (9) product revision, and (10) mass production. The results showed that the assessment from expert validator and limited group testing to the fourth aspects gained an average score 97.7% from material expert, 76.5% from media expert and 93.06% from limited trial group, which means that the media is categorized as very valid and reliable to use. In terms of the effectiveness of the product, according to the results of student posttest, experimental class and control class had achieved 90 and 79.7. Hence, this module is effectively used. Therefore, teachers of infrastructure administration subjects are recommended using this media as an alternative to support learning process.
The Development of Physics Learning Instrument Based on Hypermedia and Its Influence on the Student Problem Solving Skill
Author: Amin, Bunga Dara
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Construction,Science Tests,Physics,Hypermedia,Problem Solving,Foreign Countries,College Students,College Science,Majors (Students),Comparative Analysis,Control Groups,Experimental Groups,Statistical Analysis,Statistical Inference,Scores,Science Process Skills,Mathematics Skills,Computation,Computer Software,Computer Simulation

This research aims to produce a learning instrument based on hypermedia which is valid, interesting, practical, and effective as well as to know its influence on the problem based skill of students Mathematical and Science Faculty, Makassar State University. This research is a research and development at (R&amp;D) type. The development procedure was referred to Four-D model consisted of definition phase, design phase, development phase and dissemination phase. The trial test used non-equivalent control group design. The subject of this study was 14 students year 2014/2015 majoring Physics Education as a control class and 30 students of International Class Program (ICP) of Physics Education as an experimental class. The data analysis used Content Validity Ratio (CVR), descriptive analysis, and inferential analysis. The results obtained after applying physics learning instrument based on hypermedia were valid, interesting, practical, and effective assessment. Based on descriptive analysis the average score of ICP class (experimental class) was higher than those of physics education (control class) and the test result based on t-test it was found that there is significantly difference of problem solving skill between control class which used power point with experimental class which used learning instrument based on hypermedia. The results showed that its differences identify the increase of problem solving skill which consists of mapping problems, mathematical skills, numerical skill, space and graph awareness, and estimation skill. Thus, physics learning instrument based on hypermedia can give influence the improvement of problem solving skill of students in FMIPA UNM.
Impact of Discipline on Academic Performance of Pupils in Public Primary Schools in Muhoroni Sub-County, Kenya
Author: Simba, Nicholas Odoyo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Elementary School Students,Discipline,Surveys,Correlation,Public Schools,Questionnaires,Self Control,Student Behavior,Rating Scales,Student Characteristics,Scores,Statistical Analysis,Regression (Statistics)

In Muhoroni Sub-County, Kenya, pupils' academic performance has received little attention in relation to discipline. The objectives of this study were to determine the level of discipline and extent of impact of discipline on academic performance among class eight pupils in the sub-county's public primary schools. The study adopted descriptive survey and correlational research designs. The study population comprised 2,450 class eight pupils in the sub-county's public primary schools. From 34 randomly selected schools, 817 pupils were selected by stratified random sampling. Questionnaires were used to collect data on discipline and academic performance of the pupils. Reliability coefficients of the questionnaires were determined by test-retest method and found to be 0.83 and 0.97 for questionnaire on discipline and academic performance respectively. The questionnaires' face and content validity was ascertained by experts. Results indicated that 46 (5.6%), 214 (26.2%), 413 (50.6%) and 144 (17.6%) of the pupils had low, moderate, high, and very high discipline respectively. Also, discipline related positively with, and accounted for 23% of variance in the pupils' academic performance (R = 0.480, ß = 0.480, R[superscript 2] = 0.230, p &lt; 0.05). The study recommended enhancement of discipline among the pupils for improvement of their academic performance.
Analysis of the State of Discipline in Kwanyarko Senior High School in the Central Region of Ghana
Author: Sackey, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,High School Students,Discipline,Questionnaires,Student Attitudes,Teacher Attitudes,Teacher Role,Student Role,Foreign Countries,Sampling,Student Behavior,Educational Strategies,Administrator Attitudes,Rewards,Discipline Policy,Parent Participation,Governance,Extracurricular Activities

The general purpose of this paper was to find out the perceptions of students and teachers on the state of discipline in Senior High Schools (SHS) in Ghana using Kwanyarko SHS in the Central Region as a case study. Questionnaire was formulated to direct the research. The question focused on the perceptions, causes and remedies to discipline in the school to help enlighten the students and teachers on the appropriate roles they should play in order to address the problem of discipline in the school. Simple random sampling was used to select 104 students. Purposive sampling was used to select twenty members of staff, including the Headmaster, Heads of departments and Housemasters/mistresses as they play very important roles when it comes to disciplinary issues. Data were analyzed according to the research question using simple percentages. The major finding revealed a high level of congruence of opinions among the teachers and students on most of the disciplinary issues in this paper. For instance both the teachers and students expressed similar sentiments as far as meaning of discipline is concerned. Their agreement on discipline referring to strategies to encourage students to put up good behavior is a bit to urge them to act responsibly. However, most of the respondents seemed to frown on the more punitive forms of discipline. A closer look at the student- related causes of disciplinary problem revealed that both the teachers and the students share the view that most of these problems are orchestrated by students. This gives a clear indication that any attempt made to solve disciplinary problem should be directed to the one caused by students. In relation to measures put in place to maintain discipline, it was found out that rewards were more recommended than punishment in getting the students to put up good behavior in the school. It was therefore recommended that school administrators seeking to maintain discipline in their school should be encouraged to work on getting to know students as individuals and take an interest position in their plans and activities. Also administrators need to work to improve communication within the school and involve parents and community members in instruction (or as resource persons), extracurricular activities and governance.
Assessment Skills: A Case of Mathematics Examination and Its Place in Math-Teacher Development
Author: Qudah, Ahmad Hassan
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Student Evaluation,Evaluation Methods,Scores,Mathematics Tests,Test Construction,Test Items,Scoring,Teacher Education,Qualitative Research

The research aims to reveal the specific way to evaluate learning mathematics, so that we get the &quot;measuring tool&quot; for the achievement of learners in mathematics that reflect their level of understanding by score (mark), which we trust it with high degree. The behavior of the learner can be measured by a professional way to build the test, through a sequence of steps that make the mark obtained has full confidence, and reflect the real level of the learner.
Role of School Administration in Solving Students' Problems among Bedouin Schools within the Green Line in Palestine
Author: Badarna, Laila Khaled
Date: 2016-00-00
Type: Journal Articles
Subjects: Administrator Role,Problem Solving,Foreign Countries,Gender Differences,Experience,Questionnaires,Statistical Analysis,Administrator Qualifications,Employment Level

The present study aimed to identify the role of the school administration in solving the students' problems and differences according to gender, scientific qualification, years of experience and job title. The sample consisted of (300) staff from those who are working in the Bedouin schools within the Green Line of Palestine. The author used a questionnaire in collecting data after verifying its validity and reliability. The results showed that the school administration in the Bedouin schools within the Green Line plays a moderate role in solving the problems of students. The domain of &quot;the role of school administration in solving academic problems&quot; ranked the first, and the results showed that there are no statistically significant differences due to the variables of gender scientific qualification, years of experience and job title in all domains of the questionnaire and the total questionnaire. The study concluded with some recommendations.
A Phenomenological Study on Turkish Language Teachers' Views on Characters in Children's Books
Author: Yilmaz, Oguzhan
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Childrens Literature,Teacher Attitudes,Attitude Measures,Individual Characteristics,Qualitative Research,Phenomenology,Public Schools,Interviews,Coding,Language Teachers

One of the indirect functions of the books is to help children discern the good, the nice and the correct through characters or protagonists to be self-identified. This study is to reveal what Turkish language teachers think about the character traits in children's books. One of the qualitative methods, phenomonological design was used in the study. The sample of the study was composed of Turkish language teachers teaching in public schools in different regions through snowball sampling. The data of the study were collected from Turkish language teachers by means of standardized open-ended interview form. The data were first analyzed by the researcher through descriptive analysis and the answers to questions in the interview form were classified in two different ways. The data under these two categories were tested in terms of content and classified into code and themes. The results of the study showed that the teachers were not informed of the protagonists in children's books, their traits, expectations of child readers and local and international sources in this field.
Life Satisfaction and Perceived Meaningfulness of Learning Experience among First-Year Traditional Graduate Social Work Students
Author: Fakunmoju, Sunday
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Life Satisfaction,Learning Experience,Social Work,Correlation,Peer Relationship,Student Attitudes,Gender Differences,Marital Status,Family Relationship,Stress Variables,Prediction,Social Support Groups,Student Adjustment,Academic Persistence,Prevention,Dropouts,Student Needs,Case Studies,Online Surveys,Statistical Analysis

Knowledge about life satisfaction and learning experience among first-year graduate students is sparse, despite its relevance to instructional decisions, academic support, and success of students. Adequate knowledge is crucial, as it may help graduate students manage personal and professional life changes associated with graduate education. Using a convenience sample of 118 first-year traditional social work graduate students in a northeastern U.S. university the study examined associations of life satisfaction and peer support with perception of meaningfulness of learning experience, as well as associations of gender, marital status, family support and perceived stress with life satisfaction. Results suggest that receiving higher peer support was associated with perceived meaningfulness of learning experience, whereas being female, being married, having lower perceived stress, and receiving higher family support were associated with life satisfaction. Reciprocal predictive relationship between life satisfaction and perceived meaningfulness of learning experience was found. In general, findings suggest that stress and support are important variables to consider in understanding life satisfaction and learning experience of first-year traditional social work graduate students and highlight the importance of peer and family support to navigating challenges of graduate education. Most importantly, findings have implications for social work education, highlighting how instructor's utilization of instructional approaches that facilitate peer support may help ease transition into graduate education or help prevent drop out during the first year graduate students are most vulnerable to dropping out. Altogether, findings highlight why exploring perceived meaningfulness of learning experience and life satisfaction is crucial for identifying supportive needs of graduate students.
The Effect of Reciprocal-Teaching Strategy on Learning Outcomes and Attitudes of Qassim-University Students in &quot;Islamic Culture&quot;
Author: Al-Harby, Jubeir Suleiman Samir
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reciprocal Teaching,Islamic Culture,College Students,Instructional Effectiveness,Student Attitudes,Statistical Analysis,Experimental Groups,Control Groups,Scores,Teaching Methods,Conventional Instruction,Achievement Tests,Student Evaluation,Pretests Posttests

The main intent of the current study was to investigate the effectiveness of the reciprocal-teaching strategy in learning outcomes and attitudes of Qassim-University students in Islamic culture. The study was conducted in Oqlat Al-Soqour Faculty of Sciences and Arts for paucity of research conducted in such a faculty, as well as for being the researcher's workplace which can offer him needed facilities. Statistical analyses of the data revealed that there were statistically significant differences between the mean scores of the experimental and control groups in the post administration of the learning-outcomes test as well as in the attitude scale in favour of the experimental. The magnitude effect was big which proved the effectiveness of the reciprocal-teaching strategy. [A bibliography is included.]