How to enhance awareness on bullying for Special Needs Students using “Edpuzzle” a web 2.0 tool
Sara Abou Afach Elias Kiwan Charbel SemaanPages: 1-7
The purpose for this study is to be able to deliver messages and life tips for special needs students in an easy way. For that, we used a web 2.0 visual tool “EdPuzzle” to show a video about bullying, having in it some questions to know if the message is delivered and understood by these students. The outcome of the study was positive and showed that the special needs students were motivated and understood the meaning of bullying from the video they saw. In addition, the students felt more comfortable and understood the lesson without asking the teacher.
View it in PDFFocusing on Teacher-Children Relationship Perception and Children’s Social Emotional Behaviors - the PATHS Preschool Program
Mark GREENBERG Celene DOMITROVICH Sakire OCAK KARABAY Tugce B. ARDA TUNCDEMIR Scott GESTPages: 8-20
The aim of study was to examine the effectiveness of PATHS program on children’s and teachers’ behaviors by evaluating perceptions of children and teachers in regard to their relationships with each other. The sample included 129 children (5-6 aged) and 28 teachers in the intervention group and 114 children (5-6 aged) and 30 teachers in the comparison group. The Classroom Atmosphere Rating Scale, the Teaching Style Rating Scale, Teacher Self Report Assessment, Head Start Competence Scale, Student–Teacher Relationship Scale-STRS, and Semi-Structured Play Interview were used to gather data. According to the results, teachers in PATHS classrooms were observed to be more competent in terms of quality of the classroom climate though there were no differences between social-emotional behaviors of children. While teachers’ perceptions did not yield any differences in regard to their relationships with children, children in intervention classes described relationships with teachers significantly more positively than the others
View it in PDFEvaluation of Teachers ' Views Concerning Ideality Levels
Fatma Ferhan BahcuvanogluPages: 21-27
The purpose of this research to evaluate of teachers’ view about idealism and ideality levels. In this research interviewing technique was used which is one of the qualitative research. I created Semi-structured interview form as a researcher. Interview forms have been finalized with the help of expert opinions. Questions were asked to the 15 teachers, working at Erenler College, the definition of the ideal teacher, the factors that affect the level of idealism, the degree of professional burnout, and about the level of idealism when graduated and after taking the profession. Data from interviews were analyzed by descriptive analysis. The basis of results from interviews: 1- An idealistic teacher is someone who stands behind his own values, who is diligent, knows the needs of the times and keeps up with the future, and teaches his knowledge efficiently and beautifully..2- The best source of motivation for being an idealist teacher is, learning and success of students. 3- The teachers' opinions about professional burnout is monotony in the professional sense, not being ready for lessons, is the ordinary of the course work.4- Factors affecting the level of idealism are environmental factors such as the quality of the school, the attitude, the family, friends, the environment in which the person lives. 5- The level of idealism teachers had when they were undergraduates decreased after they were been to the profession.
View it in PDFTowards Improving Senior High School Students’ Conceptual Understanding of System of Two Linear Equations
Robert AKPALU Samuel ADABOH Samuel S. BOATENGPages: 0-0
This study basically focused on the use of algebraic tiles to improve Senior High School (SHS) students’ conceptual understanding of a system of two linear equations at St. Mary’s Seminary Senior High School, Lolobi in the Volta Region of Ghana. The test instrument used for the data collection was an achievement test with eight essay type questions, with an internal consistency reliability of 0.78. The simple random sampling technique was used to assign 70 SHS two students equally to experimental and control groups. The two groups were pre- and post-tested in the study. A paired-sample t-test was used to analyze the data. The results showed that even though there was some improvement in the posttest across the board (both control and experimental groups), there was a statistically significant improvement in the experimental group which received the intervention for four weeks using the algebraic tiles.
View it in PDFDoes Higher Education Loan Amount affect Students’ Class Attendance? Evidence from Privately Sponsored Undergraduate Students in Kenyan Public Universities
Ogenga Paul AkumuPages: 41-49
undergraduate students on their frequency of class attendance in Kenyan public universities. The research was conducted with the aid of a representative sample of 517 respondents proportionately drawn from the 2012/2013 cohort of privately sponsored higher education loan recipients in three public universities. Logistic regression analysis was used to model the relationship between loan amount awarded to privately sponsored undergraduate students and their frequency of class attendance while controlling for respondent and university characteristics. The study established that majority of the privately sponsored loan recipients missed classes on weekly basis. However, the findings of the study revealed that higher education loan amount had no significant effect on frequency of class attendance. This was attributed to the loan award which was found to be inadequate for sustenance of privately sponsored higher education loan recipients. This study recommends that Higher Education Loans Board should raise the minimum amount of loan awarded to privately sponsored undergraduate students to match with the general cost of private higher education so that they can adequately participate in higher education without much personal sacrifices that would compromise their academics.
View it in PDFThe Potential of Cooperative Integrated Reading and Composition in Biology Learning at Higher Education
Rizhal Hendi Ristanto Siti Zubaidah Mohamad Amin Fatchur RohmanPages: 50-56
The implementation of CIRC learning is expected to increase the academic achievement in biology of pre-service elementary school teachers. Cooperative learning is based on positive interdependency, face to face interaction, individual responsibility, communication between members in group and process evaluation in group. The research aimed to study the influence of CIRC on academic achievement in biology in Course of Basic Concept of Biology for Elementary School. The research was conducted for one semester to all students of Primary School Teacher Education Program in Faculty of Teacher Training and Education, Pakuan University, Indonesia consisted of 59 students. The research was quasi experiment with randomize factor. Research variables consisted of learning model and academic achievement in biology. Indicators used in academic achievement in biology referred to the cognitive domain of Bloom’s Taxonomy level. Data used was the result of pretest and posttest of academic achievement in biology. Ancova and descriptive data statistic were used as data analysis. Ancova test resulted in significance level of 0.000 less than alpha of 0.05. It can be concluded that CIRC gave better influence on academic achievement in biology compare to conventional learning. It was suggested that lecturer and teacher could implement CIRC to increase biology achievement. Active learning with CIRC is able to make students reconstruct biological material, thus the knowledge could be in long term memory.
View it in PDF