Pub Date : 2014-08-15DOI: 10.24203/AJEEL.V2I4.1628
Samra Bujak, A. Akbarov
One of the most challenging steps in our teaching responsibilities is the evaluation of student progress. Evaluation can be one of the most threatening steps for the inexperienced teacher. Planning for student evaluation is an integral part of planning for teaching, not just the final step of the instructional process. As someone who has had to maintain a high GPA in order to gain admittance to your graduate program, you are most familiar with summative evaluation--an assignment or set of assignments that result in a letter grade that is supposed to reflect your overall grasp of course material at the end of a period of time. Without question, assessing your students with grades is one of the most important tasks you may be asked to do as a teaching assistant. However, just as important as summative evaluation--determined through quizzes, tests, term papers, mid-terms, and final exams--is the formative evaluation that we can do throughout the semester in order to assess how well your students are learning as they prepare for summative evaluation. The purpose of this paper is to help teachers, especially young inexperienced teachers, to face with their biggest fear and evaluate their students in a proper way. Paper presents several ways how they can do it easily.
{"title":"Evaluation and Grading: The Biggest Teacher Fear!","authors":"Samra Bujak, A. Akbarov","doi":"10.24203/AJEEL.V2I4.1628","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I4.1628","url":null,"abstract":"One of the most challenging steps in our teaching responsibilities is the evaluation of student progress. Evaluation can be one of the most threatening steps for the inexperienced teacher. Planning for student evaluation is an integral part of planning for teaching, not just the final step of the instructional process. As someone who has had to maintain a high GPA in order to gain admittance to your graduate program, you are most familiar with summative evaluation--an assignment or set of assignments that result in a letter grade that is supposed to reflect your overall grasp of course material at the end of a period of time. Without question, assessing your students with grades is one of the most important tasks you may be asked to do as a teaching assistant. However, just as important as summative evaluation--determined through quizzes, tests, term papers, mid-terms, and final exams--is the formative evaluation that we can do throughout the semester in order to assess how well your students are learning as they prepare for summative evaluation. The purpose of this paper is to help teachers, especially young inexperienced teachers, to face with their biggest fear and evaluate their students in a proper way. Paper presents several ways how they can do it easily.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130695658","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}
Pub Date : 2014-06-15DOI: 10.24203/AJEEL.V2I3.1310
Gilles Bernard
The objectives of this study were: (1) To elaborate an eLearning framework integrated into donor’s activities which can fit with philanthropic organization strategies (2) To assess the eLearning framework upon feedback and suggestions provided by donors, recipients, philanthropic organizations, and philanthropic experts (3) To assess opinions of donors and philanthropic organizations running in Thailand toward the framework. The population for the study consisted of 3 schools in the North East of Thailand, a region called Isaan. The schools were located in the villages of Kudbong, Nadee, and Serm. The sample units included 279 students aged from 13 to 18 years old, 116 donors mainly in Europe and USA who are supporting pupils mainly in Asia, 24 philanthropic organizations which are operating in Thailand, and 10 experts in philanthropy located in Europe. The data collection instruments were: paper-based questionnaires in Thai language for Thai students and web-based questionnaires in English for donors, philanthropic organizations and experts. The data were analyzed using the statistical analysis package called PSPP and its built-in features to identify cross tabulations, statistics, and reliability test (Alpha Cronbach). The findings were as follows: (1) On the development of an eLearning as a strategy for philanthropic organization focused on educational purposes in Thailand, it was found that the model fits with on-going trends such as student needs, donor’s mindset and shift from money to time, and philanthropic organizations objectives. The outcomes were specific key components were identified to build an effective and comprehensive eLearning framework as follow (a) social network (b) code of conduct (c) educational goals and motives (d) culture (e) modus operandi (f) eLearning technologies (g) composite capability score computed with Internet and Giving capabilities (2) Based on quantitative data and qualitative feedback, as well as opinions and suggestions from students, donors, organizations, and experts, the model was fine-tuned and updated accordingly (3) On the measuring of opinion of experts and philanthropic organizations in Thailand toward the model the findings were conclusive concerning the benefits of eLearning as a strategy for philanthropic organization focused on educational purposes.
{"title":"E-learning as Strategy for Philanthropic Organization Focused on Educational Purposes in Thailand","authors":"Gilles Bernard","doi":"10.24203/AJEEL.V2I3.1310","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I3.1310","url":null,"abstract":"The objectives of this study were: (1) To elaborate an eLearning framework integrated into donor’s activities which can fit with philanthropic organization strategies (2) To assess the eLearning framework upon feedback and suggestions provided by donors, recipients, philanthropic organizations, and philanthropic experts (3) To assess opinions of donors and philanthropic organizations running in Thailand toward the framework. The population for the study consisted of 3 schools in the North East of Thailand, a region called Isaan. The schools were located in the villages of Kudbong, Nadee, and Serm. The sample units included 279 students aged from 13 to 18 years old, 116 donors mainly in Europe and USA who are supporting pupils mainly in Asia, 24 philanthropic organizations which are operating in Thailand, and 10 experts in philanthropy located in Europe. The data collection instruments were: paper-based questionnaires in Thai language for Thai students and web-based questionnaires in English for donors, philanthropic organizations and experts. The data were analyzed using the statistical analysis package called PSPP and its built-in features to identify cross tabulations, statistics, and reliability test (Alpha Cronbach). The findings were as follows: (1) On the development of an eLearning as a strategy for philanthropic organization focused on educational purposes in Thailand, it was found that the model fits with on-going trends such as student needs, donor’s mindset and shift from money to time, and philanthropic organizations objectives. The outcomes were specific key components were identified to build an effective and comprehensive eLearning framework as follow (a) social network (b) code of conduct (c) educational goals and motives (d) culture (e) modus operandi (f) eLearning technologies (g) composite capability score computed with Internet and Giving capabilities (2) Based on quantitative data and qualitative feedback, as well as opinions and suggestions from students, donors, organizations, and experts, the model was fine-tuned and updated accordingly (3) On the measuring of opinion of experts and philanthropic organizations in Thailand toward the model the findings were conclusive concerning the benefits of eLearning as a strategy for philanthropic organization focused on educational purposes.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"354 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116054105","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}
Pub Date : 2014-06-15DOI: 10.24203/AJEEL.V2I3.1427
A. Grigoryan
Motives for Young People to Participate in Physical Education and Sports Training. The article discusses the motivation of students to regular physical training and sports. The study is based on specially designed questionnaire identified the main factors preventing the necessary physical activity of young people. The survey involved students from various universities in Yerevan. Analysis of the results allowed to identify the main factors influencing the formation of students' motivation to engage in physical education and recreational sport.
{"title":"Motives for Young People to Participate in Physical Education and Sports Training","authors":"A. Grigoryan","doi":"10.24203/AJEEL.V2I3.1427","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I3.1427","url":null,"abstract":"Motives for Young People to Participate in Physical Education and Sports Training. The article discusses the motivation of students to regular physical training and sports. The study is based on specially designed questionnaire identified the main factors preventing the necessary physical activity of young people. The survey involved students from various universities in Yerevan. Analysis of the results allowed to identify the main factors influencing the formation of students' motivation to engage in physical education and recreational sport.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127126623","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 this study was to determine the effectiveness of good classroom conditions on the academic achievement of secondary school students in Edo State of Nigeria. To accomplish this objective, one research question and one hypothesis was formulated and investigated in the study. The study employed the quasi-experimental design. Participants from three public secondary schools in Edo central senatorial district comprising 450 S.S 11 students were used for the study. 20 test items in mathematics and English language was the instrument used in the study to pre-test the participants and another 20 test items in the same subjects was used to post-test the participants. All the participants were exposed to teaching in English Language and Mathematics from their scheme of work for six weeks and tested before being moved to different classroom conditions to be taught for another six weeks in the same subjects. Participants thereafter were post-tested to know the effect of classroom conditions on each group of participants. The result of the study revealed that good classroom conditions enhance the academic achievement of students. Based this finding, it is recommended that students should be taught under good classroom conditions to enhance their academic achievement.
{"title":"Effectiveness of Good Classroom Conditions on the Academic Achievement of Secondary School Students in Edo Central Senatorial District","authors":"P. E. Onolemhenmhen","doi":"10.24203/AJEEL.V2I2.720","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I2.720","url":null,"abstract":"The purpose of this study was to determine the effectiveness of good classroom conditions on the academic achievement of secondary school students in Edo State of Nigeria. To accomplish this objective, one research question and one hypothesis was formulated and investigated in the study. The study employed the quasi-experimental design. Participants from three public secondary schools in Edo central senatorial district comprising 450 S.S 11 students were used for the study. 20 test items in mathematics and English language was the instrument used in the study to pre-test the participants and another 20 test items in the same subjects was used to post-test the participants. All the participants were exposed to teaching in English Language and Mathematics from their scheme of work for six weeks and tested before being moved to different classroom conditions to be taught for another six weeks in the same subjects. Participants thereafter were post-tested to know the effect of classroom conditions on each group of participants. The result of the study revealed that good classroom conditions enhance the academic achievement of students. Based this finding, it is recommended that students should be taught under good classroom conditions to enhance their academic achievement.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123439712","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}
Research have often suggested that language learners benefited greatly by the collaborative learning. However, it is still unclear whether learners with different English proficiency, cognitive styles and genders profit equally from working in an online collaborative learning environment. Therefore, the aim of this study attempts to explore the effectiveness of an inter-school online collaborative learning on students with heterogeneous English proficiency, cognitive styles and genders. Two intact classes of 78 first-year English and non-English majors from two universities participated in the study. During the one-year online collaborative learning, students were divided into 17 groups, and each group was requested to create an e-book. Instruments of the study included the Group Embedded Figure Test and student individual pre/post essays. Two English professors were requested to evaluate student pre/post essays. The results showed that English majors had significant improvement in the post-essay writing, especially in the scores of the content. Non-English majors also improved in their post-essays, but the improvement was not significant. Moreover, field dependent students wrote better in their post essay, while field independent students did not improve and their post-essay scores even declined. Furthermore, female students progressed more than male students. Some research implications were provided to conclude this study.
{"title":"Computer-Supported Collaborative Learning among Students of Different English Proficiency, Cognitive Styles, and Genders","authors":"Pei-ling Wang, Hsiao-chien Lee","doi":"10.24203/AJEEL.V2I1.738","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I1.738","url":null,"abstract":"Research have often suggested that language learners benefited greatly by the collaborative learning. However, it is still unclear whether learners with different English proficiency, cognitive styles and genders profit equally from working in an online collaborative learning environment. Therefore, the aim of this study attempts to explore the effectiveness of an inter-school online collaborative learning on students with heterogeneous English proficiency, cognitive styles and genders. Two intact classes of 78 first-year English and non-English majors from two universities participated in the study. During the one-year online collaborative learning, students were divided into 17 groups, and each group was requested to create an e-book. Instruments of the study included the Group Embedded Figure Test and student individual pre/post essays. Two English professors were requested to evaluate student pre/post essays. The results showed that English majors had significant improvement in the post-essay writing, especially in the scores of the content. Non-English majors also improved in their post-essays, but the improvement was not significant. Moreover, field dependent students wrote better in their post essay, while field independent students did not improve and their post-essay scores even declined. Furthermore, female students progressed more than male students. Some research implications were provided to conclude this study.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121065936","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 paper is based on a quasiexperiment conducted last SY 2009-2010. From six sections of PreCollege Algebra course offered during first semester in Silliman University, one section was randomly chosen to be taught using verballinguistic approach and another section was chosen as the control. The control section made use of the traditional lecture method. Preests were given to both sections as well as posttests. The topics covered were (a) operations on algebraic expressions, and (b) factoring. There were 37 students in the experimental group and 33 in the control group. After the data had been analyzed using the method of Analysis of Covariance, the computed Fvalue for the pretest is 26.276 with pvalue of 0.00 and the Fvalue for treatment between VerbalLinguistic and Control is 5.817 with pvalue of 0.019. The first pvalue of 0.00 signified that there is a relationship between pretest results and posttest results and hence, the difference in the means between the control and experimental groups is due to teaching methods. The second pvalue of 0.019 on treatment implies that the group that received using the methods of Verballinguistic instruction performed better than those that received using the traditional lecture method.
{"title":"Teaching Mathematics through VerbalLinguistic Intelligence","authors":"Millard R. Mamhot, T. Havranek, Alice A. Mamhot","doi":"10.24203/AJEEL.V2I1.727","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I1.727","url":null,"abstract":"This paper is based on a quasiexperiment conducted last SY 2009-2010. From six sections of PreCollege Algebra course offered during first semester in Silliman University, one section was randomly chosen to be taught using verballinguistic approach and another section was chosen as the control. The control section made use of the traditional lecture method. Preests were given to both sections as well as posttests. The topics covered were (a) operations on algebraic expressions, and (b) factoring. There were 37 students in the experimental group and 33 in the control group. After the data had been analyzed using the method of Analysis of Covariance, the computed Fvalue for the pretest is 26.276 with pvalue of 0.00 and the Fvalue for treatment between VerbalLinguistic and Control is 5.817 with pvalue of 0.019. The first pvalue of 0.00 signified that there is a relationship between pretest results and posttest results and hence, the difference in the means between the control and experimental groups is due to teaching methods. The second pvalue of 0.019 on treatment implies that the group that received using the methods of Verballinguistic instruction performed better than those that received using the traditional lecture method.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131713307","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 major research questions of the study were to explore the nature of supervisory practices at Primary and Secondary educational institutions of Pakistan and their impacts on the quality of education. The population of the study was the teachers, heads of institutions and district level supervisors. Multistage random sampling technique was applied to select the participants of the study. .It is a descriptive study and the variables were studied in natural condition. The method of qualitative research was applied to collect the data of the study. The researcher constructed semi structured interview for teachers and district level supervisors that was validated by the experts. The main conclusions of the study are that the supervisors follow inspectoral mode to find out the faults of teachers to threaten and humiliate them. They do not facilitate and help them in solving the problems that they may face in the classroom. They do not observe the teaching learning process in the classroom and guide the teachers to apply innovative approaches and techniques to improve their teaching. To them, supervision is fault finding approach instead of sharing, guiding, helping and facilitating the teachers. Questioning and innovative approaches on the part of teachers are taken as violation of discipline. There is an urgent need to shift from inspectoral to clinical model of supervision to improve the teaching learning process and consequently the quality of education.
{"title":"Quality of Education and Supervisory Practices in Pakistani Schools","authors":"M. Behlol, Qaisra Parveen","doi":"10.24203/AJEEL.V1I5.482","DOIUrl":"https://doi.org/10.24203/AJEEL.V1I5.482","url":null,"abstract":"The major research questions of the study were to explore the nature of supervisory practices at Primary and Secondary educational institutions of Pakistan and their impacts on the quality of education. The population of the study was the teachers, heads of institutions and district level supervisors. Multistage random sampling technique was applied to select the participants of the study. .It is a descriptive study and the variables were studied in natural condition. The method of qualitative research was applied to collect the data of the study. The researcher constructed semi structured interview for teachers and district level supervisors that was validated by the experts. The main conclusions of the study are that the supervisors follow inspectoral mode to find out the faults of teachers to threaten and humiliate them. They do not facilitate and help them in solving the problems that they may face in the classroom. They do not observe the teaching learning process in the classroom and guide the teachers to apply innovative approaches and techniques to improve their teaching. To them, supervision is fault finding approach instead of sharing, guiding, helping and facilitating the teachers. Questioning and innovative approaches on the part of teachers are taken as violation of discipline. There is an urgent need to shift from inspectoral to clinical model of supervision to improve the teaching learning process and consequently the quality of education.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126259396","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 research was conducted due to the lower of student’s learning performance on Educational Statistics course. Technology application based online tutorials was become a solution for the matter, because through this tutorial, student could correspond the subject with their daily lives, so that student motivation for learning the subject material could be increasing. A high motivation was indicated by the increasing of student learning performance. This research purposed to know how student’s motivation in participating Technology Application Based Online Tutorials on Educational Statistics course along with how the motivation’s influence to student learning performance after had participated the tutorial. The research subjects were 36 student who participated on online tutorial of Educational Statistics course in the period of online tutorial 2012. 1. The Researcher provided the online questionnaire to know the student’s motivation. Data Analysis of student’s Motivation was conducted in qualitative descriptive. While for knowing the motivation’s influence to learning performance, researcher performed the regression analysis. The research output showed that after had participated within this tutorial, student’s motivation in learning the course was increasing. In addition to that, on this research was looked that motivation had affected the learning motivation which amounting to 88,7% by the following regression equation y=-116.506+1.769 x.
{"title":"Student Motivation in Technology Application-based Online Tutorials in Educational Statistics Course","authors":"M. Noviyanti","doi":"10.24203/AJEEL.V1I5.617","DOIUrl":"https://doi.org/10.24203/AJEEL.V1I5.617","url":null,"abstract":"This research was conducted due to the lower of student’s learning performance on Educational Statistics course. Technology application based online tutorials was become a solution for the matter, because through this tutorial, student could correspond the subject with their daily lives, so that student motivation for learning the subject material could be increasing. A high motivation was indicated by the increasing of student learning performance. This research purposed to know how student’s motivation in participating Technology Application Based Online Tutorials on Educational Statistics course along with how the motivation’s influence to student learning performance after had participated the tutorial. The research subjects were 36 student who participated on online tutorial of Educational Statistics course in the period of online tutorial 2012. 1. The Researcher provided the online questionnaire to know the student’s motivation. Data Analysis of student’s Motivation was conducted in qualitative descriptive. While for knowing the motivation’s influence to learning performance, researcher performed the regression analysis. The research output showed that after had participated within this tutorial, student’s motivation in learning the course was increasing. In addition to that, on this research was looked that motivation had affected the learning motivation which amounting to 88,7% by the following regression equation y=-116.506+1.769 x.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121231741","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 poor performance of senior secondary school physics students in external examinations has been a major problem in the teaching and learning of physics. This study therefore seeks to investigate the difficulties encountered by Senior Secondary Physics students in reporting Physics practical in Rivers State. Using a survey research design and simple random sampling technique, 124 physics teachers and 8 secondary schools were utilized for the study. Data collecting instrument includes Physics Practical Apparatus Checklist (PPAC) and Physics Teachers Questionnaire on Reporting Practical (PTQRP). The four-point Likert scale was adopted for the questionnaire. Results of the study revealed that: there is insufficient physics apparatus in the schools, students lack understanding of instructions during physics practical activities, students are not able to tabulate obtained value appropriately and that scale choosing is a major problem encountered by students while interpreting data graphically. The study therefore suggested that the physics laboratories in the secondary schools school be equipped as that is an essential aspect of practical physics and that reporting physics practical should be included in the physics curriculum so that students can possess the requisite knowledge for carrying out such activities.
{"title":"Difficulties Students Encounter in Reporting Physics Practical at the Senior Secondary School level in Rivers State, Nigeria","authors":"Telima Adolphus, T. Aderonmu","doi":"10.24203/AJEEL.V1I1.93","DOIUrl":"https://doi.org/10.24203/AJEEL.V1I1.93","url":null,"abstract":"The poor performance of senior secondary school physics students in external examinations has been a major problem in the teaching and learning of physics. This study therefore seeks to investigate the difficulties encountered by Senior Secondary Physics students in reporting Physics practical in Rivers State. Using a survey research design and simple random sampling technique, 124 physics teachers and 8 secondary schools were utilized for the study. Data collecting instrument includes Physics Practical Apparatus Checklist (PPAC) and Physics Teachers Questionnaire on Reporting Practical (PTQRP). The four-point Likert scale was adopted for the questionnaire. Results of the study revealed that: there is insufficient physics apparatus in the schools, students lack understanding of instructions during physics practical activities, students are not able to tabulate obtained value appropriately and that scale choosing is a major problem encountered by students while interpreting data graphically. The study therefore suggested that the physics laboratories in the secondary schools school be equipped as that is an essential aspect of practical physics and that reporting physics practical should be included in the physics curriculum so that students can possess the requisite knowledge for carrying out such activities.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126846304","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}
Pub Date : 1900-01-01DOI: 10.24203/ajeel.v9i3.6674
X. Teng
China's economy has entered a new stage of development. High-quality manufacturing development is an important part of the high-quality development of the Chinese economy, and promoting high-quality manufacturing development is a strategic requirement in response to changes in the internal and external situation. This paper reviews and summarizes the important achievements of the research on the high quality development of manufacturing industry in recent years from four perspectives: connotation, path, evaluation system and evaluation of the high quality development of regional manufacturing industry, and points out the shortcomings of the current research.
{"title":"A Literature Review of High Quality Development in Manufacturing","authors":"X. Teng","doi":"10.24203/ajeel.v9i3.6674","DOIUrl":"https://doi.org/10.24203/ajeel.v9i3.6674","url":null,"abstract":"China's economy has entered a new stage of development. High-quality manufacturing development is an important part of the high-quality development of the Chinese economy, and promoting high-quality manufacturing development is a strategic requirement in response to changes in the internal and external situation. This paper reviews and summarizes the important achievements of the research on the high quality development of manufacturing industry in recent years from four perspectives: connotation, path, evaluation system and evaluation of the high quality development of regional manufacturing industry, and points out the shortcomings of the current research.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123756119","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}
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