ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of the Use of Microsoft Math Tool (Graphical Calculator) Instruction on Students' Performance in Linear Functions
Author: Kissi, Philip Siaw
Date: 2016-00-00
Type: Journal Articles
Subjects: Graphing Calculators,Mathematics Achievement,Mathematics Instruction,Mathematics Education,Mathematical Models,Quasiexperimental Design,Foreign Countries,High School Students,Secondary School Mathematics,Experimental Groups,Control Groups,Mathematics Teachers,Teaching Methods,Mathematics Curriculum,Mathematical Concepts,Technology Integration,Technology Uses in Education,Secondary School Teachers,Educational Technology,Research Design,Constructivism (Learning),Pretests Posttests

The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (a) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) = -0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received teaching instruction using the graphical calculator while traditional lecture method was used to teach the control group by the same instructor. Results revealed that there was significant differences, t (96.000) = -6.984, p = 0.00 in students' performance between control and experimental. This suggested that mathematics teachers and curriculum or textbook developers should introduce the use of the graphical calculator to improve students' performance in mathematics education, particularly linear and quadratic functions.
An Evaluation of Teaching-Learning of Drawing at School of Applied Arts, Takoradi Polytechnic
Author: Ofori-Anyinam, Sampong
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Freehand Drawing,Art Activities,Art Education,Art Expression,Art Teachers,College Students,Foreign Countries,Teaching Methods,Questionnaires,Observation,College Faculty,Art Products,Student Attitudes,Interviews

Drawing is described as the bases of all art work when an art idea is conceived. It can only materialize into concrete form when it has gone through a process of designing which basically involves drawing. The ability of an artist to draw is very paramount in the art profession. The bases for selecting students to pursue an art programme is their ability to pass the requisite examination which includes drawing but still this research would show that standard of drawing among some students in Takoradi Polytechnic is very low. Descriptive research method based on qualitative research approach was adopted. This method was used to describe research methodology, through results discussion and findings. This paper examines the problem of poor drawing standards in an attempt to find solutions. The paper would provide insight into the problems which include poor foundation of students drawing abilities, inadequate facilities for teaching drawing in the polytechnics, the methodology used in teaching and the general attitudes of students towards drawing lectures. The paper finally prescribes remedies that would address the listed problems above.
Assessment, Student Learning and Classroom Practice: A Review
Author: Amua-Sekyi, Ekua Tekyiwa
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Academic Achievement,Teaching Methods,Educational Practices,Teacher Education,Tutors,Focus Groups,Foreign Countries,Formative Evaluation,Summative Evaluation,Case Studies,Schools of Education,Qualitative Research,Semi Structured Interviews,Grounded Theory,Feedback (Response),Cognitive Processes,Thinking Skills,Preservice Teachers

Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from the empirical literature suggests that assessment, especially high stakes external assessment has effect on how teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to the influence of assessment on teaching and learning, the understanding of which could arguably play an important role in introducing changes that will promote the cognitive processes and thinking skills desired in our schools and classrooms.
Challenges Associated with the Content of the Art History Component in the General Knowledge in Art Subject: Implications for Art History Education in West Africa
Author: Adom, Dickson
Date: 2016-00-00
Type: Journal Articles
Subjects: Art History,Teaching Methods,High School Students,Course Descriptions,Cultural Background,African Culture,Indigenous Populations,Course Content,Primary Sources,Interviews,Questionnaires,Qualitative Research,Case Studies,Foreign Countries,Art,Decision Making,Observation

The content of the Art History component in the General Knowledge in Art subject studied by various Senior High Schools in West Africa is largely of foreign art histories at the expense of the histories of African indigenous arts which are shallowly presented in the teaching syllabus to be taught students. This makes the students appreciate more of the artistic cultural heritage of foreign countries making them handicapped in the historical knowledge concerning their own rich African indigenous arts that identifies them as a people. Adentwi (2005) concurs that the content of an area of study must help learners to develop skills, values, norms, and attitudes that are considered peculiar to the society of the learner. A critical analysis of the content of the General Knowledge in Art subject proves contrary. There was therefore the urgency and utmost relevance to carry out a research to ascertain reasons why the content of the art history component of the General Knowledge in Art subject is foreign biased and advise on how there can be a balance of it with the African indigenous art histories in the General Knowledge in Art. The researcher gathered data from primary and secondary sources by way of interviews, administration of questionnaire, as well as non-participant observation under the theoretical and qualitative research approaches. Descriptive research method, Case Study approach and Document Analysis were adopted for this study. Eighty-Five respondents consisting of General Knowledge in Art tutors and General knowledge in Art students from five schools in the Ashanti region, Eastern Region and Greater Accra Region and W.A.E.C. Examiners as well as members of the Curriculum Research Development Division of the Ministry of Education were purposively and stratified Randomly sampled for the study. The study maintains that the content of the art history component of the General Knowledge in Art subject has to be reviewed by incorporating more of the histories of the indigenous Art from Africa. It puts forward proactive suggestions to the Curriculum and Research Development Division of various Educational Centers and other agencies responsible for making educational decisions on how they can intensify the study of African indigenous art histories in the General Knowledge in Art subject. This would greatly assist in the promotion, propagation, preservation and instruction of West African students on the indigenous African Art histories.
Development of an Instrument to Measure Higher Order Thinking Skills in Senior High School Mathematics Instruction
Author: Tanujaya, Benidiktus
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Construction,Thinking Skills,High School Students,Mathematics Instruction,Secondary School Mathematics,Factor Analysis,Structural Equation Models,Test Validity,Test Reliability,Foreign Countries,Student Evaluation

The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instruction of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definitions, development of operational definitions, determination of constructs, dimensions, and indicators, to the preparation of blue prints, item preparation, expert validation, and testing. Data results from trials is analyzed using factor analysis and analysis of structural equation modeling (SEM). The data-analysis shows that there are 9 factors HOTS that construct the instrument with good validity and reliability. This instrument classifies high school students into five categories of HOTS ability. HOTS grouping results can be used by various interested institutions to evaluate the instruction of mathematics. These evaluations are used to determine the success of student learning and the success of teachers' teaching.
Newspapers in Science Education: A Study Involving Sixth Grade Students
Author: Lai, Ching-San
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 6,Elementary School Science,Elementary School Students,Quasiexperimental Design,Questionnaires,Student Attitudes,Newspapers,Teaching Methods,Reading Attitudes,Student Interests,Instructional Effectiveness,Likert Scales,Foreign Countries,Pretests Posttests

The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three questionnaires, a &quot;Learning Attitude toward Newspapers in Education Scale&quot; (29 items, Cronbach's a = 0.90), a &quot;Science Reading Attitude Scale&quot; (15 items, Cronbach's a = 0.93), and an &quot;Attitude toward Science Scale&quot; (27 items, Cronbach's a = 0.92). All three questionnaires have good reliabilities. Furthermore, the validity of these questionnaires has been confirmed by three science educators. The results showed that the use of newspapers in education and multiple instructional strategies can (1) effectively enhance the sixth graders' learning attitudes towards the use of newspapers in science education and enhance their reading of science articles and involvement in science experiments; (2) effectively promote the sixth graders' attitudes toward science reading and enhance their science reading understanding; and (3) enhance the sixth graders' performance in scientific attitudes and significantly strengthen their science learning and interest. The research results showed that the use of newspapers in science teaching effectively enhances the science learning performance of the sixth grade students.
Investigating Pre-Service Chemistry Teachers' Problem Solving Strategies: Towards Developing a Framework in Teaching Stoichiometry
Author: Espinosa, Allen A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Problem Solving,Science Instruction,Stoichiometry,Cognitive Processes,Foreign Countries,Questionnaires,Interviews,Equations (Mathematics)

The present study investigated pre-service chemistry teachers' problem solving strategies and alternative conceptions in solving stoichiometric problems and later on formulate a teaching framework based from the result of the study. The pre-service chemistry teachers were given four stoichiometric problems with increasing complexity and they need to write the process that they undertake to solve the problem. The study found out that the most prominent strategy among pre-service chemistry teachers is the mole method, which is algorithmic by nature. Very few of them used the proportionality method and none made use of the logical method. Alternative conception noted among the pre-service chemistry teachers is that some of them rely on Avogadro's number in converting between moles with a given mass. The results indicate that these pre-service chemistry teachers has the tendency to teach stoichiometry using the mole method only and that they might carry on the alternative conception about Avogadro's number as they start their teaching career. It is therefore suggested that the teaching of stoichiometry to pre-service chemistry teachers should not be confined to demonstration as they will imitate such technique when they are already a full pledged chemistry teacher. They should be involved in the process of thinking of ways to solve the stoichiometric problem in such a way that it will help them become independent thinkers and be responsible for their own learning by developing metacognitive and critical thinking strategies.
Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective
Author: Aydeniz, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Persuasive Discourse,Teaching Methods,Writing (Composition),Grade 6,Middle School Students,Writing Assignments,Language Usage,Evidence,Logical Thinking,Foreign Countries,Urban Schools,Intervention

The purpose of this study was to explore the effect of sustained practice with argumentation on the quality of students' written arguments. Participants consisted of 37 students; 22 males and 15 females enrolled in a 6th grade middle school classroom. Students completed six argumentation tasks but only four of them were considered for data analyses as the first two tasks were used to get the students familiar with the language and structure of argumentation. Data were analyzed using the Claim, Evidence and Reasoning (CER) Framework. Findings reveal several patterns regarding students' use of claim, evidence, and reasoning across 4 tasks that were subject to our evaluation. First, there was not a consistent pattern of improvement in students' use of evidence. Second, there were not any consistent improvements in students' use of reasoning across four tasks. Our discussion focuses on the role of context, content knowledge and teacher framing in the quality of arguments developed by students.
Counselling Needs of Pupils with Special Educational Needs and Disabilities in the Greater Accra Region of Ghana: Implications for Inclusive Education in Ghana
Author: Ocansey, S. K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Needs Students,Foreign Countries,Psychological Needs,Counseling Services,Disabilities,Special Education,Behavior Problems,Academic Achievement,Sampling,Special Schools,Student Attitudes,Teacher Attitudes,Questionnaires,Interviews,Student Needs,Intervention,Guidance,Statistical Analysis,Elementary Secondary Education

In this fast changing world, pupils all over the world have developed severe social and psychological needs that affect their interactions with others and subsequently, the achievement of their life goals. Essentially, the social and psychological needs of school pupils have manifested in diverse mal-adjusted behaviours that hinder their academic performance. The study explored the various counselling needs of pupils with special educational needs and disabilities in one of the regions of Ghana and the specific level at which pupils require guidance and counselling services. The purposive and systematic sampling techniques were employed to select 88 pupils and three staff from three special schools from the region to provide information for the study with the use of questionnaire and interview format. The study revealed that pupils had various counselling needs including social, emotional, career, physical and health. On the basis of the findings, some recommendations were made for intervention.
Dimensions of Cognitive Dissonance and the Level of Job Satisfaction among Counsellors in Delta and Edo States, Nigeria
Author: Oduh, William Akporobaroh
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Secondary Schools,Job Satisfaction,Public Schools,Questionnaires,Psychological Patterns,Correlation,Multiple Regression Analysis,Hypothesis Testing,Counselor Attitudes,Persistence

This study examined the dimensions of cognitive dissonance and the extent to which cognitive dissonance could influence the level of job satisfaction of guidance counsellors. The study was guided by three research questions and one null hypothesis. The design of the study was correlational survey. The population of the study was 158 practising counsellors in public secondary schools in Delta and Edo states. Owing to the small size of the population, there was no sampling as the entire population constituted the sample size. The instrument used for data collection was the Counsellor's Dissonance and Job Satisfaction Questionnaire (CDJSQ). The research questions were answered using percentages and the Pearson Product Moment Correlation Coefficient (r) while the null hypothesis was tested using the Multiple Regression Analysis. The hypothesis was tested at 0.05 level of significance. Major findings of the study included: 1.the Nigerian counsellor is experiencing cognitive dissonance, though at various levels; 2.the respondents identified the following as the dimensions of job satisfaction experienced by the Nigerian counsellor: commitment, loyalty, involvement, performance and the desire to quit; 3. it was found that the Nigerian counsellor was satisfied with the job. The study revealed the percentage of the counsellors' level of satisfaction on each of the dimensions investigated; and 4. it was found that the dimensions of cognitive dissonance are significantly related to the level of satisfaction of counsellors on the job. In the same vein, the study identified some implications of the findings to the counselling profession and the education system generally. The observed implications prompted the study to make some recommendations.
Guilty in Whose Eyes? Student-Teachers' Perspectives on Cheating on Examinations
Author: Amua-Sekyi, Ekua Tekyiwa
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Mixed Methods Research,Focus Groups,Student Surveys,Foreign Countries,Cheating,Ethics,Student Motivation,Punishment,Values,Incidence,Peer Relationship,Social Problems,Questionnaires,Gender Differences,Anxiety,Academic Failure,Student Behavior,Likert Scales

The study explored student-teachers' views on cheating during examinations. A mixed method approach which involved a survey and focus group interviews was employed. Nine hundred undergraduate education students from a public university and three colleges of education in Ghana were surveyed. Focus group interviews were held with six students from each institution selected. A total of 942 students participated in the study. The findings indicate that fear of failure seem to be the main motivation for cheating; students perceived cheating acts treated as minor offences as &quot;helping&quot; peers; the severity of the punishment applied if students are caught cheating negatively influence their propensity to cheat; students' perception of ethical values does not determine the level of prevalence of cheating; peer loyalty or fellow feeling is dominant; and students perceive a correspondence between social corruption and cheating. It is recommended that the risk of detection should be increased and the penalty for the &quot;less serious offences&quot; reconsidered. If students perceive cheating within the context of their social experience, the overall quality of student experience needs to be considered if the likelihood of cheating is to be minimised. It is suggested that more attention needs to be paid to institutionalizing academic integrity instead of managing cheating.
Use of Biographical Recount of Famous Scientists to Enhance Scientific Literacy for New Pre-Service Primary Science Teachers at the Lebanese University
Author: Chatila, Hanadi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Scientific Literacy,Biographies,Scientists,Science Teachers,Science Curriculum,Knowledge Level,Freehand Drawing,Intervention,Learning Activities,Interviews

The preparation of scientifically literate citizens able to use science in their daily life is becoming a major goal in science education. In light of this, Boujaoude (2002) developed a framework to investigate the balance of scientific literacy themes within the Lebanese school science curriculum. He reported the neglect of &quot;science as a way of knowing&quot; in the Lebanese science curriculum and national textbooks. The purpose was determining the perception of pre-service primary science teachers, at the Lebanese University- Faculty of Education, of science and scientists, and examining their scientific literacy according to BouJauode (2002) framework. In addition, the study investigated whether the use of biographical recounts of famous scientists would enhance scientific literacy, and promote science as &quot;a way of knowing&quot; in classrooms. It was found that participants perceived science mainly as a body of knowledge, and that the implementation of the biographical recount activity exposed them to other aspects of science, and helped them enhance their scientific literacy.