ISSN 2329-9843
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (10), pp. 001-008, October, 2020. © International Scholars Journals
Full Length Research Paper
The crisis of student discipline in Botswana schools: an impact of culturally conflicting disciplinary strategies
K. G. Garegae
Department of Mathematics and Science Education, University of Botswana, P. O. Box 70053, Gaborone, Botswana. E-mail: [email protected].
Accepted 14 May, 2019
Abstract
Although student discipline had existed since the beginning of mankind, the disciplinary methods employed have changed over the years, giving rise to culturally irrelevant disciplinary strategies. This study explored teachers’ views about approaches to discipline experienced in Botswana schools in terms of policy and practice. In particular, the study sought for information on teachers’ day-to-day experiences and their views with regard to the implementation of student discipline regulations. Twenty teachers, who have been in the field for at least eight years, were interviewed once. Interview proceedings were recorded and later transcribed verbatim. The study showed that teachers feel disempowered by schools’ discipline regulations, and that students take advantage of such regulations to undermine teachers’ authority. Based on the premise that discipline approaches are culturally conceptualized and negotiated, the paper argues that student discipline has grown into an epidemic in Botswana schools because culturally inappropriate approaches are employed. Recommendations as to how the problem could be curbed are discussed and suggestions for further studies are made.
Key words: student, discipline and regulations.
K. G. Garegae
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Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (9), pp. 001-010, September, 2019. © International Scholars Journals
Full Length Research Paper
Examining US college students’ attitudes towards science: Learning from non-science majors
Melissa Cook1, and Thalia M. Mulvihill2*
1East Texas Baptist University, U.S.A.
2Ball State University, U.S.A.
Accepted 15 April, 2019
Abstract
This study examined college students’ attitudes towards science in a course designed with Science Education for New Civic Engagement and Responsibilities (SENCER) ideals. SENCER uses socially engaging issues to teach basic science to non-science majors. A combination of methods was used to measure changes in attitudes (confidence and interest) and scientific literacy after completing this SENCER course. While a pre/posttest showed a significant increase in knowledge about biological concepts, the study revealed no significant change in confidence or interest in science in general as measured by the SENCER Student Assessment of Learning Gains (SALG) survey. However, a second instrument, the Biology Attitude Scale, demonstrated a significant increase in positive attitudes towards biology in particular. The case study data (including a content analysis of online reflective questions and semi-structured interviews) revealed that students’ confidence in science remained the same during the semester even though their interest may have increased. This suggests that an increase in both variables (confidence and interest) simultaneously may not be needed in order to increase scientific literacy. These results have implications for college science teachers designing courses for non-science majors.
Keywords: Science education, non-science majors, scientific literacy, interdisciplinary courses.
and Thalia M. Mulvihill*, Melissa Cook
Page: 1 - 10
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (9), pp. 001-005, September, 2019. © International Scholars Journals
Full Length Research Paper
Effects of competitive and cooperative learning strategies on academic performance of Nigerian students in mathematics
E. B. Kolawole
Institute of Education, Faculty of Education, University of Ado-Ekiti Ekiti State, Nigeria. E-mail: [email protected]
Accepted 21 March, 2019
Abstract
This study investigated the effects of the cooperative and competitive learning on academic performance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected from four out of five States in South West Nigeria. Quasi experimental design was adopted for the study. Two instruments were used namely Mathematics Pre-Test Achievement Test (PTAT) and Post-Test Achievement Test (PAT) to collect data. The data collected in this study were subjected to Z-test analysis at = 0.05 level of significance. The findings revealed that cooperative learning strategy is more effective than competitive learning strategy and that boys performed significantly better than girls in both learning strategies. Based on the findings, cooperative learning strategy should be introduced in our secondary schools in Nigeria.
Key words: Mathematics, Senior Secondary Schools, Nigeria Cooperative, Competitive, Learning strategies and performance
E. B. Kolawole
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Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (8), pp. 001-004, August, 2019. © International Scholars Journals
Full Length Research Paper
Interaction and survival analysis of graduation data
Justin R. Chimka1* and Lauren Holloway Lowe2
Justin Chimka, 4207 Bell Engineering Center, Fayetteville, AR 72701, USA, (479) 575-7392, USA.
Accepted 16 May, 2019
Abstract
This is the second in a series of articles describing ongoing research that involves studying engineering college student graduation using Cox proportional hazards models. The first article, called "Proportional hazards models of graduation," was based on main effects models of graduation controlling for descriptors such as in -state residence, hometown population, and student major. This second article attends to first-order interaction terms between pairs of previously considered main effects. Survival analysis of graduation data here suggests significance of standardized math scores, and English and Science ACT scores, under certain circumstances that might not have been discovered without the examination of interaction.
Key words: Graduation, proportional hazards, retention, survival analysis.
Lauren Holloway Lowe, Justin R. Chimka*
Page: 1 - 4
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (8), pp. 001-006, August, 2019. © International Scholars Journals
Full Length Research Paper
Developing a knowledge exchange tool for school-based health policies and programs
Lynn Planinac1*, Scott T. Leatherdale2, Steve R. Manske3 and Meghan Arbour4
1University of Toronto, Department of Public Health Sciences, 155 College Street, Toronto, Ontario, Canada
2Division of Preventive Oncology at Cancer Care Ontario, 620 University Avenue, Toronto, Ontario, Canada.
3Centre for Behavioural Research and Program Evaluation, Faculty of Applied Health Sciences. University of Waterloo, Waterloo, Ontario, Canada.
4Population Health Research Group, Faculty of Applied Health Sciences, University of Waterloo, Waterloo, Ontario, Canada.
Accepted 18 March, 2019
Abstract
Youth smoking and physical inactivity are significant public health issues, with implications for both health and education stakeholders, as school-based policies and programs have the potential to reach a broad population of youth to address these issues. Knowledge exchange tools designed around comprehensive school-level data collection systems allow for dissemination of evidence into such policies and programs. The purpose of this manuscript is to describe the process of developing knowledge exchange feedback reports for school-based health policies and programs, using the School Health Action, Planning and Evaluation System (SHAPES) data collection system. SHAPES-Ontario is a project that utilized the SHAPES research platform to collect student -level behavioural data and school-level policy and programs data on tobacco and physical activity in 81 secondary schools across Ontario, Canada. Methods used to develop the feedback reports involved categorizing and scoring survey response options based on extensive research evidence and expert feedback. Feedback report scores were aggregated into overall grades and presented in a short and long version of a feedback report for school administrators. These reports present prime examples of how to use the principles of knowledge exchange in developing a tool to bridge the gap between research and practice.
Keywords: Secondary schools, health policies, tobacco, smoking, physical activity.
Scott T. Leatherdale, Steve R. Manske and Meghan Arbour, Lynn Planinac*
Page: 1 - 6
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (7), pp. 001-009, July, 2019. © International Scholars Journals
Full Length Research Paper
Concurrent high school-university studies as a route to higher education
Moshe Barak*
Graduate Program for Science and Technology Education, Ben- Gurion University of the Negve, Beer Sheva 84105, Israel. E-mal: [email protected]. Tel: 972-8-6461975
Accepted 16 April, 2019
Abstract
This research examined a program of concurrent high school-university studies aimed at promoting students living in underprivileged areas to continue on to higher education. High school students attended university once a week for learning enrichment or participating in full academic courses. Data were collected through interviews and documented meetings with students and their parents, university lecturers, and school staff. The high -achieving students were primarily interested in learning advanced topics in the exact sciences; formal rewards such as raising their probability of being accepted to the university after graduating from high school or credit for future studies at the university were of second priority. The low -achieving students perceived the program as being a window of opportunity to higher education; they truly enjoyed the courses that were anchored in their life contexts, for example, Medicine, Law, and Economics. The most successful courses were those that consisted of class activities, group work or projects, rather than the delivery of content by the teacher. Two principal factors influence the success of a concurrent high school-university studies program: close cooperation between the school and the university in designing courses that match the needs of students from a wide spectrum of scholastic achievements; and close supervision by the school of the students studying at the university and the provision of adequate support in case of difficulties.
Keywords: Access to higher education, high school-university cooperation.
Nkadi Onyegegbu
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