Pub Date : 2023-08-11DOI: 10.12691/education-11-9-5
Zyrel V. Vallerio, Romiro G. Bautista
This study aims to assess the effectiveness of a teacher-created intervention strategy, known as Project EUREKA, in enhancing students' procedural understanding of forces and motion. The study focuses on promoting mastery of concepts and procedural skills through the utilization of the 3-Tiered Instructional Model, hands-on science through digital lab activities and real-life model to facilitate students' learning process. The mixed-method research design was employed to assess the effectiveness of a researcher-initiated intervention program in the context of forces and motion. The study utilized both quantitative and qualitative data to examine the participants' experiences and the impact of the program. The quantitative analysis, conducted using the One Group Pretest-Posttest Design (OGPPD), demonstrated that students made greater improvements in conceptual understanding compared to procedural fluency. These findings underscore the importance of conceptual understanding in fostering procedural fluency and highlight the reciprocal relationship between these two types of knowledge. Statistical analyses further confirmed the significance of the results, with p-values less than .001 for both procedural fluency and conceptual understanding, indicating a high level of significance. The provisions of Project EUREKA successfully unleashed the thrill and joy of learning, ignited boundless curiosity during experimentation, and demonstrated a transformative power in enhancing students' procedural fluency. Owing to the results, this study provides valuable insights for theory and practice emphasizing the significance of conceptual understanding, supporting the effectiveness of the intervention program, and suggesting the adoption of engaging and transformative educational approaches to enhance students' learning outcomes.
{"title":"Eureka: A Panacea in Students’ Procedural Fluency along Concepts of Forces and Motion","authors":"Zyrel V. Vallerio, Romiro G. Bautista","doi":"10.12691/education-11-9-5","DOIUrl":"https://doi.org/10.12691/education-11-9-5","url":null,"abstract":"This study aims to assess the effectiveness of a teacher-created intervention strategy, known as Project EUREKA, in enhancing students' procedural understanding of forces and motion. The study focuses on promoting mastery of concepts and procedural skills through the utilization of the 3-Tiered Instructional Model, hands-on science through digital lab activities and real-life model to facilitate students' learning process. The mixed-method research design was employed to assess the effectiveness of a researcher-initiated intervention program in the context of forces and motion. The study utilized both quantitative and qualitative data to examine the participants' experiences and the impact of the program. The quantitative analysis, conducted using the One Group Pretest-Posttest Design (OGPPD), demonstrated that students made greater improvements in conceptual understanding compared to procedural fluency. These findings underscore the importance of conceptual understanding in fostering procedural fluency and highlight the reciprocal relationship between these two types of knowledge. Statistical analyses further confirmed the significance of the results, with p-values less than .001 for both procedural fluency and conceptual understanding, indicating a high level of significance. The provisions of Project EUREKA successfully unleashed the thrill and joy of learning, ignited boundless curiosity during experimentation, and demonstrated a transformative power in enhancing students' procedural fluency. Owing to the results, this study provides valuable insights for theory and practice emphasizing the significance of conceptual understanding, supporting the effectiveness of the intervention program, and suggesting the adoption of engaging and transformative educational approaches to enhance students' learning outcomes.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45859584","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 : 2023-08-11DOI: 10.12691/education-11-9-8
Said Abubakar Sheikh Ahmed
This quantitative study examines the perspectives of undergraduate and postgraduate students at Mogadishu University in Somalia toward the Erasmus+ program with Turkish universities Viz. Sivas Cumhuriyet University, Kütahya Dumlupınar University and Gaziantep University. The study uses a questionnaire and descriptive statistics and The Kruskal-Wallis and Mann-Whitney U and Wilcoxon W analyses. The result proposes that the program provides positive advantages in intercultural communication and dialogue and improves students' ability to communicate effectively with people from different cultures, improving the positive impact of Erasmus on intercultural communication abilities. However, students perceive challenges, such as familiarizing themselves with a new cultural and academic environment and balancing academic work with social and cultural activities. The study also found that the Erasmus+ program provides high academic advantages, such as enhancing academic skills, knowledge acquisition, access to resources, critical thinking, and research skills. Overall, the study emphasizes the importance of study abroad programs like Erasmus+ in promoting intercultural communication and dialogue and enhancing academic skills, while institutions should provide adequate support to students to ensure they can fully benefit from the program.
{"title":"Exploring Perspectives and Expectations of Undergraduate, and Postgraduate Students toward the Erasmus+ Program between Mogadishu University and Turkish Universities","authors":"Said Abubakar Sheikh Ahmed","doi":"10.12691/education-11-9-8","DOIUrl":"https://doi.org/10.12691/education-11-9-8","url":null,"abstract":"This quantitative study examines the perspectives of undergraduate and postgraduate students at Mogadishu University in Somalia toward the Erasmus+ program with Turkish universities Viz. Sivas Cumhuriyet University, Kütahya Dumlupınar University and Gaziantep University. The study uses a questionnaire and descriptive statistics and The Kruskal-Wallis and Mann-Whitney U and Wilcoxon W analyses. The result proposes that the program provides positive advantages in intercultural communication and dialogue and improves students' ability to communicate effectively with people from different cultures, improving the positive impact of Erasmus on intercultural communication abilities. However, students perceive challenges, such as familiarizing themselves with a new cultural and academic environment and balancing academic work with social and cultural activities. The study also found that the Erasmus+ program provides high academic advantages, such as enhancing academic skills, knowledge acquisition, access to resources, critical thinking, and research skills. Overall, the study emphasizes the importance of study abroad programs like Erasmus+ in promoting intercultural communication and dialogue and enhancing academic skills, while institutions should provide adequate support to students to ensure they can fully benefit from the program.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41335981","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 : 2023-08-11DOI: 10.12691/education-11-9-6
Gilbert J. Ballenas, Yasir P. Tidong, Rubylen D. Granaderos, Jessiel V. Tagadiad
{"title":"Research Culture and Organizational Learning on Professional Development of Secondary Teachers","authors":"Gilbert J. Ballenas, Yasir P. Tidong, Rubylen D. Granaderos, Jessiel V. Tagadiad","doi":"10.12691/education-11-9-6","DOIUrl":"https://doi.org/10.12691/education-11-9-6","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45767567","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 : 2023-08-09DOI: 10.12691/education-11-9-4
Indah Wigati, Weni Lestari, Mia Fithriyah
{"title":"Gender Study: Implementation of Peer Assessment of Women's Scientific Attitudes in Supporting Academic Achievement on Female Students in Indonesia (Case Study at the Indonesian State Islamic University in Palembang)","authors":"Indah Wigati, Weni Lestari, Mia Fithriyah","doi":"10.12691/education-11-9-4","DOIUrl":"https://doi.org/10.12691/education-11-9-4","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43751255","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 : 2023-08-09DOI: 10.12691/education-11-9-3
Primel N. Diago, Jennifer O. Parcutilo
{"title":"Surfing the Mathematical Waves: Instructional Practices of Mathematics Teachers in Island Public Schools of Surigao City, Philippines","authors":"Primel N. Diago, Jennifer O. Parcutilo","doi":"10.12691/education-11-9-3","DOIUrl":"https://doi.org/10.12691/education-11-9-3","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42129858","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 : 2023-08-09DOI: 10.12691/education-11-9-2
Romie C. Mabborang, Melecio S. Balero
{"title":"Exploring Factors Affecting Reading Comprehension Skills: A Quasi-Experimental Study on Academic Track Strands, Learning Modalities, and Gender","authors":"Romie C. Mabborang, Melecio S. Balero","doi":"10.12691/education-11-9-2","DOIUrl":"https://doi.org/10.12691/education-11-9-2","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41326765","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 : 2023-07-26DOI: 10.12691/education-11-8-2
C. Estêvão
{"title":"The vulnerability of human rights in restless times: Notes for a critical revival of human rights","authors":"C. Estêvão","doi":"10.12691/education-11-8-2","DOIUrl":"https://doi.org/10.12691/education-11-8-2","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41254049","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 : 2023-07-26DOI: 10.12691/education-11-8-7
Beatriz Coquim, Maria João Rocha, Mariana Abreu, Ana Paula Pedro, José Luís Araújo
{"title":"“Friend's Council”: The Importance of Emotions and Democracy in Preschool Education","authors":"Beatriz Coquim, Maria João Rocha, Mariana Abreu, Ana Paula Pedro, José Luís Araújo","doi":"10.12691/education-11-8-7","DOIUrl":"https://doi.org/10.12691/education-11-8-7","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46044419","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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