ISSN 2329-9843
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (1), pp. 001-009, January, 2020. © International Scholars Journals
Full Length Research Paper
Factors that discriminate best between students identified as motivated or not-motivated to achieve academically
Ahmad M. Baker1*, Hana M. Kanan2 and Sheikha A. Al-Misnad3
1Department of Educational Psychology, Qatar University, Qatar.
2Qatar Academy, Qatar.
3Facullty of Education, Qatar University, Qatar.
4Qatar University, P. O. Box 2723, Doha, State of Qatar.
Accepted 19 August, 2019
Abstract
This study examined a host of variables the literature or focus groups showed to influence student motivation to achieve academically. Secondary school teachers in Doha, Qatar were asked to identify the five most and five least motivated students in their classrooms. They also were asked to estimate the degree of involvement the parents had in the school, and the level of affluence of their families. Only students who were found to be independently ranked (Kendall Coefficient of Concordance) by more than two teachers within the respective category with statistical significance were included in the sample. This procedure yielded a sample of 63 motivated and 64 not-motivated students. The subjects in the sample were administered instruments to measure their locus of control, self-esteem, school milieu, goal performance and mastery, and cultural activities and items found in the home. Discriminate analysis, One-Way ANOVAs, and Chi Square analyses were performed on the data indicated that only family affluence, parental involvement in the school, the number of culturally enriching items found in the home, and school milieu were able to discriminate between the two groups. The results were discussed in terms of their relevance to future research and ramifications for educators in affluent societies.
Key words: Motivation, Academic Achievement, Parental Involvement, Affluence, School Milieu, Cultural Enrichment.
Ahmad M. Baker*, Hana M. Kanan and Sheikha A. Al-Misnad
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Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (1), pp. 001-007, January, 2020. © International Scholars Journals
Full Length Research Paper
The development and validation of a personality instrument to increase collaboration
Rita Coombs Richardson1*and Thomas A. DeVaney2
1University of Saint Thomas, Houston, Texas
2Southeastern Louisiana University, Hammond, Louisiana.
Accepted 12 November, 2019
Abstract
Understanding personality profiles can be helpful in working relationships. Situations such as co-teaching frequently pair individuals in teamwork. Turf and personality conflicts between professionals can be destructive and impede goal attainment. The Myers-Briggs Type Indicator (MBTI) is a personality measure that is based on Jung’s theory of psychological types and has been established as having reasonable construct validity. The Richardson Inventory of Personality Types (RIPT) is likewise based on Jungian theory and contrary to the MBTI, utilizes a non-forced format and can be administered in a significantly reduced amount of time. The present study is a psychometric evaluation between the MBTI and the RIPT instruments. Both were administered to 210 participants enrolled in special education and speech/language and communication disorders courses at a state university. Results provided support for the construct validity and reliability of the RIPT and suggest utility in promoting understanding of personality profiles useful in situations requiring collaboration.
Key word: Personality/Collaboration
Rita Coombs Richardson*, Thomas A. DeVaney
Page: 1 - 7
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (1), pp. 001-007, January, 2020. © International Scholars Journals
Full Length Research Paper
Needs assessment for the establishment of a Masters of Arts program in international studies with a concentration in international security and a specialization in international terrorism
David H. Gray
Department of Government and History, College of Humanities and Social Sciences, Fayetteville State University, 1200 Murchison Rd, Fayetteville, NC 28301 J. Knuckles Science Annex, Office 132, U.S.A. E-mail: [email protected]. Tel: (910) 672-2120/1573 (Office),
Accepted 21 September, 2019
Abstract
Since the attacks of September 11, national and international security has been driven to the center stage of our present-day society, thus becoming a primary concern and focus in the United States. The purpose of this study was to conduct an instructional needs assessment for the establishment of a Masters of Arts program in International Studies with a concentration in International Security and a specialization in International Terrorism. This empirical study, consisting of qualitative and quantitative data collection and analysis, intended to determine the utility of this type of graduate program. A survey was administered to FSU students and Fort Bragg personnel focusing on perceptions of interest in and importance of the program and its subject content. The results of this study indicated statistically significant interest in and the importance of the establishment of this MA International Studies program, and strongly suggested substantial enrollment projections.
Key words: Needs assessment, curriculum development, international studies, security studies.
David H. Gray
Page: 1 - 7
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (12), pp. 001-007, December, 2019. © International Scholars Journals
Full Length Research Paper
The educational argumentation of the Hellenic political forces on special education in the 1913, 1929, 1964, and 1985 reforms
Sifis Bouzakis* and Eleni Berdousi
School of Primary Education, University of Patras, 26500 Patras, Greece.
Accepted 16 August, 2019
Abstract
In this paper we attempt to show the educational argumentation of the Greek liberal political forces with respect to special education within the reform attempts that were undertaken in 1913, 1929, 1964, and 1985. More specifically, we detect the concepts that prevailed in each of the three main phases through which special education in Greece passed over the period under examination: a) the rejection and repulsion phase, b) the humanitarian treatment phase, and c) the recognition and participation-on-equal-terms phase. Finally, an attempt is made to interpret those perceptions of the liberal politicians regarding special education that dominated each time as viewed within the national-ideological framework that formulated them.
Keywords: Special Education in Greece
Eleni Berdousi, Sifis Bouzakis*
Page: 1 - 7
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (11), pp. 001-011, November, 2020. © International Scholars Journals
Full Length Research Paper
Investigating the invariance of item difficulty parameter estimates based on CTT and IRT
O.O. Adedoyin1*, H. J.Nenty2 and B Chilisa2
1Molepolole College of Education, Botswana.
2University of Botswana, Gaborone, Botswana.
Accepted 11 September, 2019
Abstract
This is a quantitative empirical research study validating the invariance of item difficulty parameters estimates based on the two competing measurement frameworks, the classical test theory (CTT) and the item response theory (IRT) . In order to achieve the set goal, one fifty five (155) different independent samples were drawn from the population of students (35,262) who sat for the 2004 Paper 1 Botswana Junior Secondary School Certificate in Mathematics. These samples were selected based on gender, gender by educational regions, ability groups, and educational regions). The item difficulty parameter estimates from CTT and IRT were tested for invariance using repeated measure ANOVA at 0.05 significant levels. The study focussed on two research questions which were: (i) which of the two test theories CTT or IRT item difficulty parameter estimates vary across different samples of persons? And (ii) which of the two test theories CTT or IRT item difficulty parameter estimates vary across sample sizes? These research questions were answered through testing of hypothesis derived from each research questions. The research findings were that the item difficulty parameter estimates based on CTT theoretical framework were variant across the different independent samples. The item difficulty parameter estimates based on IRT theoretical framework were invariant across the different independent groups and also the item difficulty parameter estimates for IRT were invariant across groups with varying sample sizes. Overall, the findings from this study discredited the CTT theoretical framework for its inability to produce item difficulty invariant parameter estimates.
Key words: CTT, IRT Invariance Item and person parameters
O.O. Adedoyin*, H. J.Nenty and B Chilisa
Page: 1 - 11
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (10), pp. 001-005, October, 2020. © International Scholars Journals
Full Length Research Paper
Enhancing quality assurance through teachers’ effectiveness
Adegbile J. A1 and Adeyemi B. A2*
1Institute of Education, University of Ibadan, Nigeria.
2Institute of Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria.
Accepted 09 June, 2019
Abstract
There is the tendency to think that factors of teachers’ effectiveness could be defined in terms of teacher characteristics, his experiences, his cognitive and affective properties, the conditions to which he has to adjust and the characteristics of the school, classroom and student. Although each of these characteristics may contribute to teacher’s success, they are not the substance of effective teaching. A proper conceptualization of teaching and teacher’s effectiveness as a yardstick for quality assurance is necessary for a better understanding of what makes a teacher to be effective. It is believed that observational techniques as a strategy could go a long way in making teacher to be effective. This explains why this paper examined how to enhance quality assurance through teacher’s effectiveness. To achieve this, one hundred primary school teachers were personally observed in their classes for a period of 30 minutes each. The instrument employed was tagged classroom interaction sheet (CIS) which consisted of seven categories (A – G) .Two research hypotheses were postulated and t-test and ANOVA statistical analyses were employed. The results indicated variance in the behavioural categories observed. The observational techniques as a means of enhancing quality assurance therefore are advocated for further studies.
Key words: Quality assurance, teachers’ effectiveness.
Adegbile J. A, Adeyemi B. A*
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