Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception, and their success in school. Empathy, which refers to the ability to recognize another person’s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program "Creative Writing and Social Learning Skills", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explore the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.
{"title":"Enhancing Empathy Through a Creative Writing Program in Elementary School","authors":"Sofia Tsatsou-Nikolouli, Stavroula Mavrogeni","doi":"10.32861/RJE.72.62.67","DOIUrl":"https://doi.org/10.32861/RJE.72.62.67","url":null,"abstract":"Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception, and their success in school. Empathy, which refers to the ability to recognize another person’s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program \"Creative Writing and Social Learning Skills\", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explore the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130096174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study is to investigate the relationships between the science high school optional curriculum, knowledge coherence, and science academic success of first-year students at university. The correlational quantitative approach, the structured questionnaire, and a non-random sample of students were selected to be used in the study. The study found a high positive correlation between science high school optional curriculum and science academic success variables (r = .608). It is also revealed that the total variance of science academic success explained by knowledge coherence level is 33.8%, the other variance may be explained by other variables. The study found that high school optional curriculum, as well as knowledge coherence, predicts science academic success.
{"title":"The Role of Science High School Optional Curriculum and Knowledge Coherence in the Science Academic Success of Students in the First Year of University Studies","authors":"Mimoza Milo, Nazmi Xhomara, A. Paparisto","doi":"10.32861/RJE.71.29.35","DOIUrl":"https://doi.org/10.32861/RJE.71.29.35","url":null,"abstract":"The purpose of the study is to investigate the relationships between the science high school optional curriculum, knowledge coherence, and science academic success of first-year students at university. The correlational quantitative approach, the structured questionnaire, and a non-random sample of students were selected to be used in the study. The study found a high positive correlation between science high school optional curriculum and science academic success variables (r = .608). It is also revealed that the total variance of science academic success explained by knowledge coherence level is 33.8%, the other variance may be explained by other variables. The study found that high school optional curriculum, as well as knowledge coherence, predicts science academic success.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115502138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Epistemic adverbs perhaps, probably, maybe, and possibly are near-synonyms, which share similar denotational meanings but differ in their usages. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as the analyzing tool, this study examines the usage differences among epistemic adverbs by conducting the analysis of concordance, n-grams, and word sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of epistemic adverbs. At the end of the paper, the pedagogical implications of this study are discussed.
{"title":"A Corpus-based Study of Synonymous Epistemic Adverbs Perhaps, Probably, Maybe and Possibly","authors":"Bei Yang","doi":"10.32861/rje.68.158.168","DOIUrl":"https://doi.org/10.32861/rje.68.158.168","url":null,"abstract":"Epistemic adverbs perhaps, probably, maybe, and possibly are near-synonyms, which share similar denotational meanings but differ in their usages. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as the analyzing tool, this study examines the usage differences among epistemic adverbs by conducting the analysis of concordance, n-grams, and word sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of epistemic adverbs. At the end of the paper, the pedagogical implications of this study are discussed.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123074408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.
{"title":"Parents Socio-Economic Factors as it Affect Students Academic Performance in Selected Public Secondary Schools in Ado Local Government Area of Ekiti State","authors":"E. F. Fakunle, B. Ajayi","doi":"10.32861/rje.68.144.148","DOIUrl":"https://doi.org/10.32861/rje.68.144.148","url":null,"abstract":"The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117180397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Mothers of children with autism spectrum disorder (ASD) are likely to develop and experience stress and anxiety due to the overwhelming amount of new information, research on their child’s needs, and coping with everyday hardships. Method: This systematic review analyzed seven recent research articles related to the anxiety and stress in mothers raising children with ASD. Studies were limited to a focus on maternal mental health experiences raising a child with ASD. Findings: All studies examined show a sample of mothers that have anxiety while raising children with ASD. Researchers employed different methodologies in measuring these mothers’ anxiety at either one or two points in time. The strengths and weaknesses of each study were reviewed. Some studies even reported a direct effect concerning the way mothers interact with others and their children as a result of their mental health state. Limitations in most of the studies reviewed showed a smaller sample size than originally intended. Conclusion: While there are many studies that focus on children with ASD, there is a lack of research on the mental health state of their parents, specifically mothers. These parents take on the role of being a provider, advocate, and channel between their children and a world that is rarely accessible to them. Research in this area can greatly benefit new mothers experiencing this, and all parents that may have an unhealthy mental state when dealing with the responsibility and work it takes raising a child with a disability.
{"title":"Prevalence of Anxiety and Stress in Mothers of Children with Autism Spectrum Disorder (ASD): A Review of Literature","authors":"K. Jolly, Tonya Huber","doi":"10.32861/rje.68.121.127","DOIUrl":"https://doi.org/10.32861/rje.68.121.127","url":null,"abstract":"Objective: Mothers of children with autism spectrum disorder (ASD) are likely to develop and experience stress and anxiety due to the overwhelming amount of new information, research on their child’s needs, and coping with everyday hardships. Method: This systematic review analyzed seven recent research articles related to the anxiety and stress in mothers raising children with ASD. Studies were limited to a focus on maternal mental health experiences raising a child with ASD. Findings: All studies examined show a sample of mothers that have anxiety while raising children with ASD. Researchers employed different methodologies in measuring these mothers’ anxiety at either one or two points in time. The strengths and weaknesses of each study were reviewed. Some studies even reported a direct effect concerning the way mothers interact with others and their children as a result of their mental health state. Limitations in most of the studies reviewed showed a smaller sample size than originally intended. Conclusion: While there are many studies that focus on children with ASD, there is a lack of research on the mental health state of their parents, specifically mothers. These parents take on the role of being a provider, advocate, and channel between their children and a world that is rarely accessible to them. Research in this area can greatly benefit new mothers experiencing this, and all parents that may have an unhealthy mental state when dealing with the responsibility and work it takes raising a child with a disability.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131210570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.
{"title":"Students' Self-Efficacy Towards Learning English Through Drama and CLIL","authors":"Alaa Aladini, M. Owda","doi":"10.32861/rje.68.113.120","DOIUrl":"https://doi.org/10.32861/rje.68.113.120","url":null,"abstract":"This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127391830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at investigating the effect of Content and Language Integrated Learning (CLIL) and drama on developing 7th graders’ English oral production skills. The sample of the study was (80) 7th graders (divided into two equal groups) from D/Balah preparatory school in Gaza Strip. The researcher used an oral production skills test as the tool of the study. The findings revealed that the suggested program based on CLIL and Drama was effective to improve 7th graders’ oral production skills.
{"title":"Integrating Drama With Language and Content to Enhance Students' English Oral Production Skills","authors":"Alaa Aladini","doi":"10.32861/rje.68.109.112","DOIUrl":"https://doi.org/10.32861/rje.68.109.112","url":null,"abstract":"This study aimed at investigating the effect of Content and Language Integrated Learning (CLIL) and drama on developing 7th graders’ English oral production skills. The sample of the study was (80) 7th graders (divided into two equal groups) from D/Balah preparatory school in Gaza Strip. The researcher used an oral production skills test as the tool of the study. The findings revealed that the suggested program based on CLIL and Drama was effective to improve 7th graders’ oral production skills.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"390 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127590824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of online course delivery has been promoted at many institutions of higher education as a way to provide greater access to students in a variety of degree programs. The lack of emphasis of online pedagogical strategies has left many faculty members to not consider teaching online, while administrators look for ways to increase revenue through enrollment with limited classroom space on campus. In this paper, the reasons faculty who have taught not online are explored and examined, while providing insight into the motivations of teaching online that could lead to increased participation within distance learning frameworks. Currently, universities across the globe are continuously challenged to provide increased opportunities to non-traditional students without increasing tuition for students or the overall operating budget. As most non-traditional students are not able to attend their classes in a full-time status, many universities are now encouraging and developing a strong distance education program across their institutions. Although distance learning does in fact provide non-traditional students the opportunity of higher education the integrity of university must not be lost, and the following case study of a Hispanic Serving Institution in the Southwest United states is a good example of how universities must consider the consequences and not just the benefits that online teaching has to offer.
{"title":"To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning","authors":"William H. Robertson","doi":"10.32861/rje.68.97.108","DOIUrl":"https://doi.org/10.32861/rje.68.97.108","url":null,"abstract":"The use of online course delivery has been promoted at many institutions of higher education as a way to provide greater access to students in a variety of degree programs. The lack of emphasis of online pedagogical strategies has left many faculty members to not consider teaching online, while administrators look for ways to increase revenue through enrollment with limited classroom space on campus. In this paper, the reasons faculty who have taught not online are explored and examined, while providing insight into the motivations of teaching online that could lead to increased participation within distance learning frameworks. Currently, universities across the globe are continuously challenged to provide increased opportunities to non-traditional students without increasing tuition for students or the overall operating budget. As most non-traditional students are not able to attend their classes in a full-time status, many universities are now encouraging and developing a strong distance education program across their institutions. Although distance learning does in fact provide non-traditional students the opportunity of higher education the integrity of university must not be lost, and the following case study of a Hispanic Serving Institution in the Southwest United states is a good example of how universities must consider the consequences and not just the benefits that online teaching has to offer.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128671413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are wide disparities between the proportion of men and women not only in higher education but also down to the elementary levels. Some researchers have found out that the percentage of women in higher education in Africa is less than 20 percent. ln Nyanza province for instance, record have it that the student who scored plain A in Kenya Certificate of Secondary Education from Ogembo division was only one girl out of 268 students who sat for the examination in Gucha Sub county. Indeed, if this trend continues, there is fear that in future we may not be able to produce female students especially from rural areas joining professional courses such as Law, Pharmancy, and Engineering among others. The purpose of this study was to identify the factors that affect girls’ secondary education achievement level and to establish the possible measure that would be taken to in order to improve the girl-child education. The research question included-what factor affects the secondary education level of the girl child and what possible measures would be taken to improve the girl-child secondary education level. Both stratified and simple random sampling techniques were used to find out the sample for the study. Questionnaire was used to collect data and observation schedule of records in schools. Data collected was analysed by use of descriptive statistics and results presented in percentage means and frequency counts. Conclusions and recommendation were also made based on research findings.
{"title":"Factor Affecting Secondary Education Level of the Girl Child in Gucha Sub-County, Kisii, Kenya","authors":"F. Odera, D. Momanyi","doi":"10.32861/rje.67.77.91","DOIUrl":"https://doi.org/10.32861/rje.67.77.91","url":null,"abstract":"There are wide disparities between the proportion of men and women not only in higher education but also down to the elementary levels. Some researchers have found out that the percentage of women in higher education in Africa is less than 20 percent. ln Nyanza province for instance, record have it that the student who scored plain A in Kenya Certificate of Secondary Education from Ogembo division was only one girl out of 268 students who sat for the examination in Gucha Sub county. Indeed, if this trend continues, there is fear that in future we may not be able to produce female students especially from rural areas joining professional courses such as Law, Pharmancy, and Engineering among others. The purpose of this study was to identify the factors that affect girls’ secondary education achievement level and to establish the possible measure that would be taken to in order to improve the girl-child education. The research question included-what factor affects the secondary education level of the girl child and what possible measures would be taken to improve the girl-child secondary education level. Both stratified and simple random sampling techniques were used to find out the sample for the study. Questionnaire was used to collect data and observation schedule of records in schools. Data collected was analysed by use of descriptive statistics and results presented in percentage means and frequency counts. Conclusions and recommendation were also made based on research findings.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127402738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. A. A. AL-HIDABI, Mohammed H. Al-Arrja, Mohammed F. Abu owda
This study aimed to identify the effect of a philosophical inquiry program in improving Academic participation among secondary graders in Malaysia Arabic School. Quasi-experimental approach was followed in this study. To achieve the study aim, the tool of the study were a philosophical inquiry (PI) and an academic participation questionnaire. The sample of the study was Twelfth graders in Saudi Arabia Schools in Kalu Lampour who were 39 students. The results of the study showed that there were statistically significant differences between the mean scores of the secondary graders in improving Academic participation in favor of the post application of the tools.
{"title":"The Effect of Philosophical Inquiry Program in Improving Academic Participation Among Secondary Graders in Malaysia Arabic School","authors":"D. A. A. AL-HIDABI, Mohammed H. Al-Arrja, Mohammed F. Abu owda","doi":"10.32861/rje.67.72.76","DOIUrl":"https://doi.org/10.32861/rje.67.72.76","url":null,"abstract":"This study aimed to identify the effect of a philosophical inquiry program in improving Academic participation among secondary graders in Malaysia Arabic School. Quasi-experimental approach was followed in this study. To achieve the study aim, the tool of the study were a philosophical inquiry (PI) and an academic participation questionnaire. The sample of the study was Twelfth graders in Saudi Arabia Schools in Kalu Lampour who were 39 students. The results of the study showed that there were statistically significant differences between the mean scores of the secondary graders in improving Academic participation in favor of the post application of the tools.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131738720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：