ISSN 2329-9843
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 6 (4), pp. 001-010, April, 2018. © International Scholars Journals
Full Length Research Paper
Examination of teaching – learning process in swimming applying Chaffers’ system of interaction categories
Melinda Bíró¹, Edit N. Biróné², Balázs Fügedi¹*, László Révész2 and Béla Szabó¹ László Honfi
¹College of Károly Eszterházy, Institute of Physical Education and Sport Science – Eger, Hungary.
²Semmelweis University, Faculty of Physical Education and Sport Science,- Budapest, Hungary
Accepted 08 September, 2017
Abstract
The focus of this research is to examine the role of student-teacher interaction during swimming les-sons. Forty-nine (49) elementary school PE teachers, swimming trainers and instructors (28 females, 21 males) consented to participate in this study. A total of seventy-seven (77) swimming lessons were videotaped and coded with the Cheffers’ Adaptation of Flanders Interaction Analysis System (CAFIAS). Altogether 177.434 tri-seconds were observed. In the lessons teacher’s observation were most prevalent (31, 11%), teacher’s explanation (19, 29%) and organization (13, 52%) seemed also notable. Students spend most of the swimming lessons with motor- related activities (77%). It is important to state that teachers who teach swimming develop a high level of non -verbal activity. From the analyses of the data, it can conclude that in this special area of teaching, the teacher – student interactions and communications that evolve are content specific and so different from those evolving in classrooms or PE lessons.
Key words: Interaction types, teacher effectiveness, field analysis; physical education; swimming instruction.
Balázs Fügedi*, Melinda BÃró, László Révész and Béla Szabó László Honfi, Edit N. Biróné
Page: 1 - 10
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 6 (3), pp. 001-010, March, 2018. © International Scholars Journals
Full Length Research Paper
How teachers develop their professional knowledge in English study group in Taiwan
Yi-Ching Huang
Yuanpei University of Science and Technology, Taiwan. E-mail: [email protected]
Accepted 27 October, 2017
Abstract
The purpose of this qualitative research was to understand the perceptions of Taiwanese teachers of the effects of a study group on their professional growth in the workplace. This case study employed the following data collection techniques: (1) informal observations and interviews, (2) focus group interview, (3) semi- structured individual interviews and (4) documents and records. The site selected for this study was the National Chia-Yi Girls’ Senior High School in Chia-Yi City in Taiwan. The participants in this study included eight members of the English Teachers Club. Although the focus of this club was offering opportunities for members to practice and improve their English, it functioned as a teacher study group. Specifically, the reported benefits of this professional development activity included: learning English as a foreign language, gaining ideas for improving classroom English instruction, sharing teaching experiences, stimulating positive dispositions to learning, and fostering intellectual development. These benefits, I argue, helped participants to develop content knowledge, pedagogical knowledge, pedagogical content knowledge, fostering of continuing learning, and cognitive/intellectual and theoretical development. The experiences of the teacher study group at Chia-Yi Girls’ Senior High School revealed some of the successes and problems that the teachers experienced as their involvement in a study group evolved.
Key words: Professional development, study group, content knowledge, pedagogical content knowledge, pedagogical knowledge.
Yi-Ching Huang
Page: 1 - 10
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 6 (2), pp. 001-004, February, 2018. © International Scholars Journals
Full Length Research Paper
Prior presentation of behavioural objectives and students’ achievement in biology
Umoren G1 and Aniashi Sylvester Ogong2
1Department of Curriculum and Teacher, Faculty of Education, University of Calabar, Calabar Nigeria.
2Department of Biological Sciences Cross River University of Technology Calabar, Nigeria.
Accepted 21 December, 2017
Abstract
This study investigated the effect of providing students with the objectives of a lesson before the lesson delivery on their achievement at the end of the lesson. Two hypotheses were formulated to guide the study. The quasi-experimental pretest- posttest -control group design was used, with a total of 4 groups. All four groups were taught the same lessons using the same materials and methods. Three of the groups were shown objectives at various time intervals before the lesson, while 4th group was taught without prior knowledge of behaviour objectives. The test instruments (Biology Achievement Test) consisted of 50 multiple choice objective- reference questions that were administered before the commencement of the teaching as pretest and after completion of the teaching as post-test. The data collected was analyzed by Analysis of Covariance (ANCOVA) and the Schefe’s Pairwise comparison. The results indicated a significant effect at 0.05 alpha levels. The implications are discussed and recommendations made.
Key words: Prior presentation, behavioural objectives, students’ achievement in biology.
Aniashi Sylvester Ogong, Umoren G
Page: 1 - 4
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 6 (2), pp. 001-004, February, 2018. © International Scholars Journals
Full Length Research Paper
Difficulty and discriminating indices of three-multiple choice tests using the confidence scoring procedure
M. S. Omirin
Faculty of Education, University of Ado-Ekiti, Ekiti State, Nigeria. E-mail: [email protected].
Accepted 21 September, 2017
Abstract
The study investigated the comparison of the difficulty and discrimination incides of three multiple choice tests using the confidence scoring procedure (CSP) . The study was also set to determine whether or not the difficulty and discrimination indices would be improved, if the tests were scored by the confidence scoring procedure. Two null hypotheses were generated and tested at 0.05 significance level. The population consisted of all SS2 Secondary School Students in Gbonyin local government of Ekiti State in Nigeria. A sample 450 students was selected using the purposive and proportional sampling techniques. Questionnaires containing 50-items achievement test in mathematics (in three formats) were constructed and administered on the students. The three multiple-choice tests were mixed and the testees did not know that they were answering different forms of the same test. The test scripts were scored using the confidence scoring method. Data were analyzed using the student t-tests and ANOVA. The result revealed that the contribution of blind guessing to testees was not directly related to the discrimination and difficulty indices of the three multiple-choice tests used. The confidence scoring procedure improved significantly the difficulty index of multiple-choice tests but did not significantly improve the discrimination index of three-index test used. The result showed that confidence scoring procedure reward partial knowledge of testees on the multiple-choice tests. It was recommended that confidence-scoring procedure should be encouraged for scoring multiple-choice tests, it discourages guessing.
Key words: Are difficulty; discriminatin; mulitple; confidence; scoring; testees and alternative.
M. S. Omirin
Page: 1 - 4
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 6 (1), pp. 946-956, January, 2018. © International Scholars Journals
Full Length Research Paper
Inclusive education and policy in Saudi Arabia
Abdallelh Alharbi1 and Abdullah Madhesh2
1The Victoria Institute for Educational Research and Studies at Victoria University.
2Shaqra University.
Corresponding author. E-mail: [email protected] or [email protected]
Accepted 16 December, 2017
Abstract
This paper investigates how Saudi Arabia supports inclusive education by closely examining its policy and legislative frameworks. By exploring what is meant by ‘right’s, ‘integration’ and ‘inclusion’ this article provides a critical perspective on Saudi educational policy and its lack of effectiveness in the school systems. Employing a modified version of Bacchi’s ‘What Problem is Represented?’ (WPR) approach, this study looks behind the policy itself and concludes that while Saudi Arabia’s policy and legislation is consistent with international policy and human rights legislation, there is much work to be done before inclusive education is achieved in Saudi Arabia.
Keywords: Inclusive education, inclusion, special education, educational policy, Bacchi’s (WPR), Saudi Arabia.
Abdallelh Alharbi, Abdullah Madhesh
Page: 946 - 956
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 5 (5), pp. 934-938, May, 2017. © International Scholars Journals
Full Length Research Paper
Relationship between grades, attendance and first year undergraduate criminology students?
Robert Neville
Department of Educational Management, University of Central Lancashire, Preston, Lancashire, England. E-mail. [email protected].
Accepted 09 September, 2015
Abstract
This paper discusses the findings of research concerned with analyzing the relationship between student attendance to core first year undergraduate criminology and criminal justice modules and the grades they receive in their first summative assessed coursework task for these modules. The research took place against the background of a concern with improving student retention and minimizing academic failure. The research found evidence of an association between student attendance and grade outcomes. But it also notes that this association was not as strong as perhaps would have been expected. The paper concludes that its findings reinforce the need to further consider other factors (such as entry qualifications, age, gender and personal circumstance) which may well influence the grades students achieve. However, most importantly, it is argued that the findings presented reinforce the need for teaching departments to proactively support first year criminology students as they make the transition into higher education, particularly given the current economic climate surrounding higher education funding in the United Kingdom.
Key words: Assessment, attendance, grades, student retention, criminology students.
Robert Neville
Page: 934 - 938