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1 |
Modeling Academic Professional Performance in Higher EducationSukirno
pp. 1689-1708 | Article Number: ijese.2017.109
Abstract As a developing country, Indonesia is facing problems regarding lecturer performance. This study was intended to provide empirical evidence among variables related lecturer performance and to investigate the effect of reward system, lecturer satisfaction and commitment on lecturer performance in higher education institutions in Indonesia. A closed ended questionnaire was administered to collect data and 750 questionnaires were distributed by using snow ball sampling method to public and private universities in Indonesia. About 347 questionnaires were returned and could be further analyzed. Respondents were required to indicate their level of agreement on various items with a five-point scale. Path analysis was employed to test research hypotheses. Independent t-test and Anova test were also conducted to investigate the differences impact demographic data on the variables being examined. This research found that higher reward system, lecturer commitment and lecturer satisfaction significantly improve lecturer performance in higher education institutions in Indonesia. The findings and limitations are discussed and recommendations for education policy makers and researchers are also provided. Keywords: Lecturer performance, reward, satisfaction, commitment, higher education References Aiken, L.R. (1999). Personality Assessment, Methods and Practices, (3rd ed.). Seatle Toronto: Hogrefe and Huber Publisher. Ajila, C. and Abiola, A. (2004). Influence of rewards on workers performance in an organization. Journal of Social Science 8(1): 7-12. Akinbowale, M.A., Lourens, M.E, Jinabhai, D.C,. 2014. Employee Performance Measurement and Appraisal Policy in an Organisation. Mediterranean Journal of Social Sciences, Vol 5 No 9, May 2014. Ali, R. and Ahmed, M.S. (2009). The impact of reward and recognition programs on employee’s motivation and satisfaction: An empirical study. International Review of Business Research Papers 5(4): 270-279. Alzaidi, A.M. (2009). A Qualitative Study of Job Satisfaction among Secondary School Head Teachers in the City of Jeddah, Saudi Arabia. Retreived 28 August 2009 from http://Research.ncl.ac.uk/ARECLS/ vol4_documents/ALZAIDI.pdf. Azeem, S.M. (2010). Job satisfaction and organizational commitment among employees in the Sultanate of Oman. Psychology 1(4): 295-299. Azura, R.Z. and Normah, C.D. (2008). Teacher stress: An examination of factors influencing teaching performance in the rural elementary schools. Simposium Sains Kesihatan Kebangsaan ke 7 (224 – 225). Hotel Legend, Kuala Lumpur. Bhattacharya, S. and Mukherjee, P. (2009). Rewards as a key to employee engagement : A comparative study on I.T. professionals. ASBM Journal of Management 2(1): 160-175. Breaux, K.T. (2004). The effect of program commitment on the degree of participative congruence and managerial performance in a budgeting setting. Dissertation Louisiana State University. Brochard, L. (2006). Research, a never-ending jigsaw puzzle. Two new series in Intensive Care Medicine. Intensive Care Medicine 32(12): 1923-1924. Brodjonegoro, S. (1997). Some thoughts on quality improvement and competitiveness of Higher Education Institutions in Indonesia, Working Paper of the Academic Leaders of the State and Private Higher Education Institutions Conference, Jakarta. Bull, I.H.F. (2005). The relationship between job satisfaction and organizational commitment amongst hing school teachers n disadvantaged areas in the Wetern Cape. Thesis University of the Western Cape. Chamundeswari, S. 2013. Job Satisfaction and Performance of School Teachers. International Journal of Academic Research in Business and Social Sciences May 2013, Vol. 3, No. 5 Chughtai, A.A. (2008). Impact of job involvement on in-role job performance and organizational citizenship behavior. Ireland: Institute of Behavioral and Applied Management. Clinton, B.D. and Hunton, J.E. (2001). Linking participative budgeting congruence to organization performance. Behavioral Research In Accounting 13: 127–141. Cook, A.L. (2008). Job satisfaction and job performance: is the relationship spurious? Thesis Texas A & M University. Coughlan, A. (2006). A guide to managing reward. Dublin: The Irish Business and Employers Confederation. Curivan, D.B. (1999). The causal order of job satisfaction and organizational commitment in models of employee turnover. Human Resource Management Review 9(4): 495–524. DeVahl, J., King, R., and Williamson, J.W. (2005). Academic incentives for students can increase particiaption in and effectiveness a physical activity program. Journal of American College Health 53(6): 295-298. Efanga, Sunday I. Aniedi, Mfon O. Idente, Gomiluk, O. 2015. Organizational Justice and Job Performance of Lecturers in Federal Universities in South-South Zone of Nigeria. American International Journal of Social Science, Vol. 4, No. 1; February 2015 Fisher, C.D., Schoenfeldt, L.F., and Shaw, J.B. (1993). Human resource management, (2nd ed.). Boston: Houghton Mifflin. George, J.M. and Jones, G.R. (2002). Understanding and managing organizational behavior, (3rd ed.). Upper Saddle River, New Jersey: Prentice Hall Incorporation. Hair, J.F., William, C.B., Barry, J.B., Rolph, E.A., and Ronald, L.T. (2006). Multivariate data analysis. Singapore: Pearson Prentice Hall Incorporation. Hakim, Adnan. 2015. Contribution of Competence Teacher (Pedagogical, Personality, Professional Competence and Social) On the Performance of Learning. The International Journal Of Engineering And Science (IJES) Volume 4 Issue 2 PP.01-12, 2015. Handoko, Yunus. Setiawan, Margono. Surachman, and Djumahir. 2013. Organizational Culture, Job Satisfaction, Organizational Commitment, the Effect on Lecturer Performance. International Journal of Business and Management Invention, Volume 2 Issue 12, December, 2013 PP.21-30. Hooper, D., Coughlan, J., and Mullen, M.R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods 6(1): 53–60. Idowu, A.D. (2007). Impact of monetization of reward system on job performance effectiveness of workers in work organizations In South-Western Nigeria. The African Symposium 7(2): 104-112. Ikhsan, J. and Asih, A.A. (2008). Exploring the ideas of Creating Higher Education Common Space in Indonesia, Paper presented in The International Conference Series on Raising Awareness: Exploring the Ideas of Creating Higher Education Common Space in Southeast Asia. Bangkok. Retreived 12 August 2010 from http://www.rihed.seameo.org/ harmonise2008/har_indo.pdf. Jones, M.D. (2006). Which is a better predictor of job performance: Job satisfaction or life satisfaction? Journal of Behavioral and Applied Management 8(1): 20-43. Khan, Anwar. Shah, Ishak Mad. Khan, Sadaf. Gul, Shafiq. 2012. Teachers’ Stress, Performance & Resources The Moderating Effects of Resources on Stress & Performance. International Review of Social Sciences and Humanities Vol. 2, No. 2 (2012), pp. 21-29 Krasner, S.D. (1982). Structural causes and regime consequences: regimes as intervening variables. International Organization 36(2): 185–206. Lahai, M.R., Sail, R.M.D., Muhamad, M., and Suandi, T. (2004). Relationship between the individual facets of job, job satisfaction and organisational commitment. Pertanika Journal of Social Science and Humanities 12(1): 11-20. Lazear, E.P. (2001). Educational production. The Quarterly Journal of Economics 116(3): 777–803. Lin, C.J. (2008). Comparisons between classical test theory and item response theory in automated assembly of parallel test forms. Journal of Technology, Learning, and Assessment, 6(8), 1-41. Lind, D.A., Marchal, W.G., and Wathen, S.A. (2005). Statistical techniques in business and economics, (12th ed.). Boston: McGraw-Hill Companies Incorporation. Long, J.L. and Swortzel, K.A. (2007). Factors influencing job satisfaction of extension agents in the Mississippi State University Extension Service. Proceedings of the 2007 AAAE Research Conference ( 41-53). Minneapolis, Minnesota. Luthans, F. (1998). Organizational behavior, (8th ed.). Boston: The McGraw-Hill Companies Incorporation. Marks, H.M. and Louis, K.S. (1997). Does empowerment affect the classroom? The implication of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis 19(3): 245-275. Mathieu, J.E. (1991). A cross-level nonrecursive model of the antecedents of organizational commitment and satisfaction. Journal of Applied Psychology 76(5): 607-618. Mathis, R.L. and Jackson, J.H. (2005). Human resource management essential perspectives, (3rd ed.). Canada: Thomson South-Western. McGuinness, B.M. (1998). The change in employee loyalty. Nursing Management 29(2): 45-46. Michael, O., Court, D., and Petal, P. (2009). Job stress and organizational commitment among mentoring coordinators. International Journal of Educational Management 23(3): 266-288. Morris, D. and Maloney, M. (2005). Strategic reward systems: Understanding the difference between ‘Best Fit’ and ‘Best Practice’. Paper at 3rd Performance and Reward Conference (PARC Conference), Manchester Metropolitan University Business School. Mowday, R.T. (1998). Reflections on the study and relevance of organizational commitment. Human Resource Management Review 8(4): 387- 401. Njanja, W. L., Maina, R. N., Kibe, L. K.T., and Njagi, Kageni. 2013. Effect of Reward on Employee Pe rformance: A Case of Kenya Power and Lighting Company Ltd., Nakuru, Kenya. International Journal of Business a nd Management; Vol. 8, No. 21/2013. Omolayo, B. and Owolabi, A.B. (2007). Monetary reward: A predictor of employees’s commitment to medium scale organization in Nigeria. Bangladesh e-Journal of Sociology 4(1): 42-48. Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance: Organizational level analysis. Journal of Applied Psychology 77(6): 963-974. Park, S., Henkin, A.B., and Egley, R. (2005). Teacher team commitment, teamwork and trust: exploring associations. Journal of Educational Administration 43(5): 462-479. Pattern, T.H. (1977). Pay: Employee compensation and incentife plans. London: Collier Macmillan Publisher. Pettijohn, C., Linda, P., and Taylor, A.J. (2007). Salesperson perceptions of ethical behaviors: Their influence on job satisfaction and turnover intentions. Journal of Business Ethics 78(4): 547-557. Randall, D.M. (1987). Commitment and the organization: The organization man revisited. The Academy of Management Review 12(3): 460-471. Rasian, Z. (2009). Higher education governance in developing countries, Challenges and cecommendations: Iran as a case study. Nonpartisan Education Review 5(3): 1-18. Rice, E.M., and Schneider, G.T. (1994). A decade of teacher empowerment: An empirical analysis of teacher involvement in decision making. Journal of Educational Administration 32(1): 43-59. Rice, J.K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Woshington: Economic Policy Institute. Ristekdikti. 2016. Peringkat Universitas di Indonesia. Diunduh tanggal 7 Juni 2017 dari http://ristekdikti.go.id/wp-content/uploads/2016/02/klasifikasi20151.pdf) Robinett, T.L. (2008). A comparison of moral reasoning stages using a model of hierarchical complexity. World Futures 64(5): 468–479. Romzek, B.S. (1989). Personal consequences of employee commitment. Academy of Management Journal 32(3): 649-661. Shinew, K.J. and Weston, R. (1992). A conceptual framework of organizational reward systems: implications for leisure service managers. Journal of Park and Recreational Administration 10(4): 1-14. Skibba, J.S. (2002). Personality and job satisfaction: An investigation of Central Wisconsin Firefighters. Interaction between personality and various factors at a local fire department. Thesis College University of Wisconsin-Stout. Smeenk, S., Teelken, C., Eisinga, R., and Doorewaard, H. (2008). An international comparison of the effects of HRM practices and organizational commitment on quality of job performances among European university employees. Higher Education Policy 21(3): 323–344. Starnes, B.J. (2007). Trust, job satisfaction, organizational commitment, and the volunteer’s psychological contract, The International Journal of Volunteer Administration 24 (5): 26-30. Stone, R.J. (2002). Human resource management, (4th ed.). Milton: John Wiley and Sons Australia Ltd. Sukirno & Siengthai, S. (2010). The Comparison of Graded Response Model and Classical Test Theory in Human Resource Research: A Model Fitness Test, Research and Practice in Human Resource Management, 18(2), 77 - 90. Sulistiyono, S.T. (2007). Higher education reform in Indonesia at crossroad. Paper presented at the Graduate School of Education and Human Development, Nagoya University, Japan. Retreived 12 August 2010 from available at http://www.luk.staff.ugm.ac.id/atur/bhp /HEReform-Singgih.doc. Sumrall, W.H., Cox, D.W., Doss, D.A., and Jones, D.W. (2008). Participative decisions and organizational commitment: A quantitative analysis. Southern Business Review 33(1): 39-52. Taufiq, Rohmat. 2012. Penilaian Kinerja Dosen Dalam Bidang Belajar Mengajar Di Fakultas Teknik Universitas Muhammadiyah Tangerang. Faktor Exacta Vol. 5 No. 1 / 2012 : 77 – 85. Tella, A., Ayeni, C.O., and Popoola, S.O. (2007). Work motivation, job satisfaction, and organisational commitment of library personnel in academic and research libraries in Oyo State, Nigeria. Library Philosophy and Practice 4: 1-17. Tsai, C.J. (2005). Reward and incentive compensation and organizational performance: evidence from the semiconductor industry. Paper at 3rd Performance and Reward Conference (PARC Conference), Manchester Metropolitan University Business School. Retreived 5 December 2009 from http://www.business.mmu.ac.uk/parc/2005 /tsai.pdf. Voorde, K.V.D., Paauwe, J., and Veldhoven, M.V. (2010). Predicting business unit performance using employee surveys: Monitoring HRM related changes. Human Resource Management Journal 20(1): 44-63. Warsi, S., Fatima, N., and Sahibzada, S.A. (2009). Study on relationship between organizational commitment and its determinants among private sector employees of Pakistan. International Review of Business Research Papers 5(3): 399–410. Webometric. (2010). Ranking web of world universities in Asia. Retrieved 5 January 2010 from http://www.webometrics.info/top100_continent.asp?cont=asia. Wicaksono, T.Y. and Friawan, D. (2008). Recent development of higher education in Indonesia: Issues and challenges. Paper prepared for Discussion at the DPU East Asean Bureau of Economic Research EABER Conference on Financing Higher Education and Economic Development in East Asia, Bangkok. Retreived 7 January 2010 from http://www.eaber.org /intranet/documents/80/.../WPS_DPU_2008 _45.pdf. Williams, H.A. and Preziosi, R.C. (2004). An analysis of the proposed performance based pay system for academic staff at the university of technology, Jamaica. Journal of College Teaching and Learning 1(8): 27-36. Wise, P.G. (1998). Rating differences in multi-rater feedback: A new look at an old issue. International Personnel Management Association Assessment Council’s (IPMAAC) Conference on Professional Personnel Assessment, Chicago, Illinois. Retreived 8 October 2009 from http://www.ipacweb.org/conf/98/wise.pdf. World Bank. (2000). Higher education in developing countries peril and promise. The international bank for reconstruction and development. Washington: The World Bank. Yousef, D.A. (2000). Organizational commitment: a mediator of the relationship leadership behavior with job satisfaction and performance in a non-western country. Journal of Managerial Psychology 15(1): 6-24. Zembylas, M. and Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration 42(3): 357–374. Zhang, A. and Fang, Y. (2009). Teachers’ performance and its attitudinal antecedents. Retreived 29 August 2009 from http://www.aare.edu.au/04pap/fan04091.pdf. |
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Ghanaian Senior High School Students’ Error in Learning of TrigonometryFarouq Sessah Mensah
pp. 1709-1717 | Article Number: ijese.2017.110
Abstract The purpose of the study was to explore students’ error in learning trigonometry. The samples were 100 students who were final year students preparing to write the 2017 West African Senior School Certificate Examination (WASSCE) in the Central region of Ghana. The Mathematics Achievement Tests (MAT) and Trigonometrical Diagnostic Test (TDT) were used as the instruments of this study that included two components: the use of formula and right-angled method. Diagnostic interview was also used to identify the level at which students’ errors occur in solving problems involving trigonometry. The type of errors is based on Newman Error Hierarchy Model that includes reading type error, comprehension, transformation, process skill, encoding error and carelessness. The findings of the study showed that most students make error in process skill and transformation irrespective of the method used in solving trigonometry problems. There was no error found in students’ reading skills. The number of students who made encoding error and carelessness was relatively low. The students’ error in solving trigonometry problems was due to their weaknesses in basic arithmetical operations. The implication of the study was highlighted and recommendations were made based on the findings. Keywords: Trigonometry, process skill error, transformation error, Comprehension error References Brown, A.S. (2006). The trigonometric connection: students‟ understanding of sine and cosine. Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, 1, 228-236. Prague. Clements, M.A. & Ellerton, N.F. (1996).The Newman procedure for analysing errors on written mathematical tasks. Retrieved January 12, 2017, from http://compasstech.com.au/ARNOLD/ PAGES/newman.htm Devetak, I, Glazar, S.A, & Vogrinc, J. (2010). The role of qualitative research in science education. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 77–84. Gur, H. (2009). Trigonometry Learning. New Horizons in Education, 57(1), 67- 80. Hudoyo, H. (1998). Pembelajaran Matematika Menurut Pandangan Konstruktivistik. [Learning mathematics through constructivist perspectives]. Conference Paper Seminar Nasional Upaya Meningkatkan Peran Pendidikan Matematika dalam Menghadapi Era Globalisasi. PPS IKIP Malang. Indonesia. Intanku, S.S. (2003). Diagnosis for the type of error in differentiation. Unpublished Master of Education Research Project. Malaysia: Universiti Kebangsaan Malaysia Liew, S.T. & Wan Muhamad Saridan Wan Hasan. (1991). Understanding and minimizing difficulty in learning mathematics Berita Matematik, 38, 22-29 Maharaj, A. (2008). Some insights from research for teaching and learning mathematics. South African Journal of Education, 28, 401–414. Ministry of Education, Science and Sports. (2010). Teaching syllabus for mathematics (Senior High School). Accra: Curriculum Research and Development Division (CRDD). Newman, M.A. (1977). An analysis of 6th grade pupils' errors on written mathematical task. Dlm. Clements, M.A. & Foyster, J. (Eds). Research in Mathematical Education in Australia: 239-258. Norasiah, A. (2002). Error type diagnosis in learning simultaneous equation. Unpublished Master of Education Research Project, Universiti Kebangsaan Malaysia Orhun, N. (2010). The gap between real numbers and trigonometric relations. Quaderni di Ricerca in Didattica, 20, 175–184. Orhun, N. (2015) Students’ Mistakes And Misconceptions On Teaching Of Trigonometry. 1st ed. Web. 14 Jan. 2015. Peal, D. (2010). Approaches to teaching with mathematics. Connection, 1(3), 1–12. Prakitipong, N. & Nakamura, S. (2006).Analysis of mathematics performance of Grade 5 students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9(1), 111-122. Ryan, J. (1992). Integrating computers into the teaching of calculus: differentiating student needs. In B Southwell, B Perry, & K Owens (Eds.), Proceedings of the 13thAnnual Conference of the Mathematics Education Research Group of Australasia (pp. 478–487). Richmond: University of Western Sydney. Skane, M.E & Graeber, A.O. (1993). A conceptual change model implemented with college students: distributive law misconceptions. Third International Conference on Misconceptions in Science and Mathematics. New York: Ithaca. Thompson, P.W., Byerley, B. & Hatfield, N. (2013). A conceptual approach to calculus made possible by technology. Computers in the schools, 30, 124–147. Weber, K. (2005). Students‟ understanding of trigonometric functions. Mathematics Education Research Journal. 17(3), 91-112. Zakaria, E. (2010) Analysis of Students‟ Error in Learning Quadratic Equations. International Education studies. 3(3) 105-110. |
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Development of Instrument to Assess Cognitive Process and Product in Biology Senior High SchoolPaidi, Djukri, Siti Yulaikah, Dessy Alfindasari
pp. 1719-1735 | Article Number: ijese.2017.111
Abstract The aim of this study was to develop the instrument(s) to access the senior high school (SHS) student competence of cognitive process and product dimensions on Biology. The developed instruments were written objective test in form of multiple-choice test and objective description test (multiple-choice test with argumentation). The research modified the instrument item development procedure from L.L. Oriondo & E.M. Dallo-Antonio (2008). The procedure consists of (1) instrument item drafting, and (2) field testing. The item drafting was be done via (a) determining aspects of competence to test, (b) determining a relevant biology subject matter(s), (c) developing table of instrument specification, (d) constructing the instrument items, (e) composing criteria for scoring, (f) reviewing the instrument item(s), and (g) revising. The field testing was being done in April-October 2016 involving 1126 Biology SHS students came from 4 representative provinces of Indonesia as respondent. The field testing data was be analyzed descriptively using QUEST, BILOG, and Parscale to find-out validity and reliability of the instrument items, including the goodness of fit, difficulty index, reliability estimate, item characteristic curve (ICC), Standard Error of Measurement (SEM), and standard error of measurement (SEM). Results of the research showed that the developed instrument was valid and reliable. The objective test items have an INFIT MNSQ 1,00 and standard deviation of 0,04; The objective description test items have an INFIT MNSQ 1,00 and standard deviation of 0,13. Difficulty indexes for the test items were in good criteria (ranged -0.75 to +0,7). Reliabilities of item estimate were 0,94 (for objective test item) and 0.80 (for objective description test item). ICC for almost all objective test items showed the high ability and showed the low ability for almost all objective description test items. SEMs for the item were -1,5 < θ < 2,5 (for objective test) and -2,7 < θ < 1,9 (for objective description test); Its means the items were fit for student with low and high ability. Keywords: objective and objective description test item, cognitive process and product dimensions, biology SHS References Anderson L.R, Krathwohl, D.R. (2001). A Taxonomy for learning, teaching, and assessing: A Revision of Bloom's Taxonomy of Educational Objectives. A Bridged Edition. New York: Longman. Azwar, S. (2015). Reliability and validity. Yogyakarta: Student Library. Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longman. Bond & Fox. (2015). Applying the Rasch Model: the fundamental measurement in the human sciences. 2nd Ed. Mahwah, New Jersey: Lawrence Erlbaum Associates. Dettmer. (2006). New Blooms in established fields: Four Domains of Learning and Doing. Proquest Education Journals, 28(2), 164-178. Furchan, A. (2011). Pengantar penelitian dalam pendidikan) (Research introduction in education). Pustaka Pelajar. Yogyakarta IEA. (2011). TIMSS & PIRLS.IEA Sites. Accessed on October 26, 2016, from http://timssandpirls.bc.edu/data-release-2011/pdf/Overview-TIMSS-and-PIRLS-2011-Achievement.pdf. Istiyono, E. (2014). Measurement of high-level thinking skills of high school physics students in DIY (Doctoral dissertation). Yogyakarta: State University of Yogyakarta. Majid, A. 2014. Penilaian autentik proses dan hasil belajar. Bandung PT Remaja Rosdakarya. Mardapi, D. (2008). Mechanical preparation of test and nontest instruments. Yogyakarta: Cendikia Partners Press. Ministry of Education, Province of British Columbia. (2008). Science And Technology 11. Integrated Resource Package 2008. Library and Archives Canada Cataloguing in Publication Data. Neil, L.M. (2010). Contradictions of school reform: Educational Coast Of Standardized Testing. (electronically version). New York: Taylor & Francis e-library Nitko, A.J.& Brookhart, S.M. (2011). Educational assessment of student (6th ed). New Jersey: Pearson Education Inc. Oriondo, L.L. & Dallo-Antonio, E.M. (2008). Evaluation of educational outcomes. Manila: Rex Printing Company, Inc. Paidi. (2009). Developing of Problem-Based Instruction Materials on Biology and Metacognitive Strategy and Its Effectiveness to Metacognitive Awareness, Problem Solving Skill, and Subject Matter Mastering of High School Student in Sleman-Yogyakarta. Doctoral dissertation, unpublished. Malang: University of Malang. Panaoura, A & Philippou, G. (2006). The measurement of young pupils´ metacognitive ability in mathematics: The Case of Self-Representation and Self-Evaluation. Department of Education, University of Cyprus. Direct access: http://cerme4.crm.es/Papers%20definitius/2/panaoura.philippou.pdf. Reiss, M., Behr, M., Lesh, R., & Post, T. (1985). Cognitive Processes And Products in Proportional Reasoning. In L. Streefland (Ed.), Proceedings of the Ninth International Conference for the Psychology of Mathematics Education (pp. 352-356). Noordwijkerhout (Utrecht), Holland: PME. Retnawati, H. (2016). Validity, reliability, and characteristics of the grain. Yogyakarta: Parama Publishing. Subali, B. (2012). Test measurement science process skills divergent patterns of biological subjects.Yogyakarta State University. Suciati. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam upaya menjawab tantangan Abad X1 serta optimalisasi impelementasi Kurikulum 2013. Surakarta: UNS. Sumintono, B. & Widhiarso, W. (2015). Rasch modelling applications in educational assessment. Cimahi: Trim Komunikata. Tutkun O.F, Guzel D, Koroğlu M, Ilhan H. (2012). Bloom’s Revised Taxonomy and Critics on It. TOJCE: The on line Journal of Counselling and Education,1(3), 253-269. Widodo, A. (2006). Revisi taksonomi boom dan pengembangan butir soal. Bandung. Buletin Puspendik, 3(2), 18-29. Widoyoko, E.P. (2014). Schools learning outcomes assessment. Yogyakarta. Pustaka Pelajar Wilson, M. (2005).Constructing measures: An item response modeling approach. Mahwah: Lawrence Erlbaum Associates, Inc. Publishers. Wu, X.N, Wu, X. & Wang, W. (2016). How Do Cognitive and Affective Trust Impact Process Outcome Interaction. Social Behavior and Personality, 44(8), 153-174. Yu-Mei Lin & Pei-Chen Lee. (2013). The practice of business’s teacher teaching: Perspective from critical thinking. Taipei: China Institute of Technology. |
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Build-it-Yourself Atomic Modeling Kit: Development of a Low Cost Atomic Modeling Kit Using Waste Material for Middle and Upper Level School StudentsU.N.D Wijayawardana & M. N. Kaumal
pp. 1737-1742 | Article Number: ijese.2017.112
Abstract To understand most of the chemistry concepts, it is essential to have an adequate knowledge on the three-dimensional arrangement of atoms in compounds. Since molecules and polyatomic ions have specific three-dimensional shapes, students often find it difficult to visualize the molecular geometry with the abstract concepts. It can be observed that without providing the vital educational tools such as atomic models and personal computer based modeling software, it is difficult to achieve the desired objectives of teaching some concepts in chemistry. Molecular modeling kits are hardly available in schools and in open market in Sri Lanka and most other developing countries. These two issues are identified as difficulties faced by Sri Lankan students studying chemistry in urban and rural areas. This study explains the development of a build-it-yourself low cost atomic modeling kit using waste material. This proposed build-it-yourself atomic modeling kit can be built by students themselves with a minimum effort. These atomic model based class room teaching practices allow students to visualize and understand spatial arrangement of atoms for given molecules. Also, the use of waste material generated in the classroom help students to understand the ways they can contribute to minimize the environmental pollution. Keywords: atomic modeling kit, waste, low cost, build-it-yourself References Smiar, K., & Mendez, J. D. (2016). Creating and Using Interactive, 3D-Printed Models to Improve Student Comprehension of the Bohr Model of the Atom, Bond Polarity, and Hybridization. Journal of Chemical Education, 93(9), 1591-1594. Springer, M. T. (2014). Improving students’ understanding of molecular structure throughbroad-based use of computer models in the undergraduate organic chemistry lecture. Journal of Chemical Education, 91(8), 1162-1168. Cipolla, L., & Ferrari, L. A. (2016). Big Atoms for Small Children: Building Atomic Model from Common Materials To Better Visualize and Conceptualize Atomic Structure. Journal of Chemical Education, 93(6), 1068-1072. Pfennig, B. W., & Frock, R. L. (1999). The use of molecular modeling and VSEPR theory inthe undergraduate curriculum to predict the three-dimensional structure of molecules. Journal of Chemical Education, 76(7), 1018-1022. |
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A Fixed Point Theorem for Triangular Surface Mapping and Functions of DifferentSüheyla ELMAS
pp. 1743-1749 | Article Number: ijese.2017.113
Abstract As indicated in the example, the presence of fixed –points, Triangular Surface mapping and requirements for uniqueness can be tolerated but it is not important. Keywords: Fixed Point,Functions, Triangular Surface References S.R.Clemens, " Fixed point theorems in Euclidean Geometry," Mathematics Teacher, pp. 324-330, Ap. 1973 Y .Soykan, "Fonksiyonel Analiz", Nobel Yayın Dağıtım Ankara. Turkey, 2008. S.Elmas, "Sabit Nokta İterasyonlarının Yakınsama Hızları,"Atatürk Üniversitesi Fen Bilimleri Enstitüsü Erzurum-Türkiye.2010 . M.K. Azarian , “On The Fixed Points of A Function and The Fixed Points of its Composite Functions,” International Journal of Pure and Applied Mathematics, Vol. 46, No. 1 , 2008 S. Ishikawa, "Fixed points by a new iteration method," Proc. Amer. Math. Soc, Vol. 4, pp. 147-150, 1974. S. Ishikawa, "Fixed point and iteration of a nonexpansive mapping in a Banach space," Proc. Amer. Math. Soc.Vol. 59, pp. 65-71, 1976. K. Athanassopoulos," Pointwise recurrent homeomorphisms with stable fixed points," Topologyand its Applications. Vol. 153, ISSN.1192–1201, 2006. John Nachbar ," Fixed Point Theorems ," Washington University, November 16, 2016 S. Hizarci. A fixed point theorem for triangular surface mapping. International Journal of Academic Research Part A;2014; 6(3), 178-180. DOI: 10.7813/2075-4124.2014/6-3/A.24 |
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Assessing People’s Behavior towards Recycling, a Case of Upper Claremont South AfricaR. O. Anyasi & H. I. Atagana
pp. 1751-1764 | Article Number: ijese.2017.115
Abstract This paper aimeds to survey the behaviour of households towards recycling as a sustainable means of waste management. This is to establish the impact of such behaviour in limiting the success of recycling practise. 400 randomly selected households in the suburb of Upper Claremont in the city of Cape Town, South Africa, were used in the study. Data was collected using a structured questionnaire targeted at the head or breadwinner of each household in the area. Analysis of the results showed that 67.3 % of the sampled households do not recycle waste, meaning that many efforts should be geared towards awareness creation for people to understand the benefits. There was lack of basic recycling education and guidance and inadequacy in infrastructure and services and it negatively deters the interest for recycling. Pearson correlation analysis showed a significant and positive relationship (r = 0.89, p = 0.003) (significant level at p ˂ 0.05) between waste management concerns and the responsibility taken by the households in their individual recycling ability. SWOT analysis conducted indicated an increase in environmental awareness as the strength, insufficiently developed recycling collection infrastructure as the weakness, development of convenient recycling collection infrastructures and incentives like tax reduction as opportunities, while the threats has to do with the fact that recycling may not become financially rewarding on the short run. It was recommended government should do more installing more convenient recycling depots in Upper Claremont area, as well as raising environmental awareness campaigns. Keywords: Recycling survey, Household Waste management, Upper Claremont, Peoples behaviour, SWOT analysis References Adomavičiūtė T, Kruopienė J, Varžinskas V & Gurauskienė I (2012). Waste Sorting Habits by the Community of Kaunas University of Technology, Reasons and Influencing Factors. Environmental Research, Engineering and Management 4: 57-67. Akil AM & Ho FCS (2015). The Effects of Socio-Economic Influences on Households Recycling Behaviour in Iskandar Malaysia. Social and Behavioural Science 202: 124-134. Bao, R. (2011). Waste and Recycling Attitudes and Behavior of Students in Turku. pp, 20-24. Master Thesis, University of Turku, Finland. Bortoleto, A. P., Kurisu, K.H., Hanaki, K. (2012). Model and Development for Household Waste Prevention Behaviour. Waste Management 32: 2195-2207 City of Cape Town. (2016). City of Cape Town Waste Review. Available from: https://www.capetown.gov.za/en/Solidwaste2/PublishingImages/Flyer_Waste_Review_Eng.pdf (accessed August 23, 2016) Fiorillo D (2013). Household waste recycling: National survey evidence from Italy. Journal of Environmental Planning and Management 56: 1125-1151. Kim Y & Choi, SM (2005). Antecedents of green purchase behaviour: An examination of collectivism, environmental concern and PCE. Advances in Customer Research 35: 595-599. Latif SA, Omar MS, Bidin YH & Awang Z (2012). Environmental Problems and Quality of Life: Situational Factors as a Predictor of Recycling Behaviour. Procedia- Social and Behavioural Sciences 35: 682-688. Mtutu P & Thondhlana G (2015). Encouraging Pro-environmental Behaviour: Energy Use and Recycling at Rhodes University, South Africa. Habitat International 53: 142-150. Mutang J & Haron S (2012). Factors Predicting recycling Behaviour among Malaysian. Southeast Asia Psychology Journal, 1: 68-80. Oasis Association. (2016). Employment Opportunities: http://www.oasisrecycling.co.za/Page.php?pageID=9 (accessed August 30, 2016). Oelofse S (2013). South Africa’s Household Recycling Target. Available from: http://journals.co.za/content/CSIR (assessed May 21, 2016) Oskamp S (2002). Environmentally responsible behaviour- Teaching and promoting it effectively. Analysis of Social and Public Policy 2: 173-182. Pakpour AH, Zeidi IM, Emamjomeh MM, Asefzadeh S & Pearson H (2014). Household Waste Behaviours among a Community Sample in Iran: An Application of the Theory of Planned Behaviour. Waste Management 34: 980-984. Read, A. D. (2001). National Strategy, Local Practice and the Solid Waste Management Gap- A Local Authority Management Perspective on Sustainable Solid Waste Management. pp. 21-37 Unpublished PhD thesis. School of Geography, Kingston University, Kingston upon Thames: Surrey, UK. Robinson G & Read A (2005). Recycling behaviour in a London Borough: Results from large-scale household survey. Resources, Conservation and Recycling 45: 70-83. Statistics South Africa. (2011). City of Cape Town Key Statistics. Available from: http://www.statssa.gov.za/?page_id=1021&id=city-of-cape-town-municipality (assessed August 24, 2016) Tabernero C, Hernandez B, Cuadrado E, Luque B & Pereira CR (2015). A Multilevel Perspective to Explain Recycling Behaviour in Communities. Journal of Environmental Management 159: 192-201. US Environmental Protection Agency. (2016). Recycling Basics. Available from: https://www.epa.gov/recycle/recycling-basics (assessed May 21, 2016). |
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A Study Of Challenges And Opportunities For The Development Of Tourism In Coastal Villages: The Case Study Of Villages In BabolsarAliakbar Najafi Kani
pp. 1765-1776 | Article Number: ijese.2017.116
Abstract Tourism development if accompanied with proper planning and principles plays a major role in empowering local areas particularly in coastal villages by creating new job opportunities, reducing unemployment and bringing economic growth. The purpose of this study is to evaluate the strengths and opportunities and also the weaknesses and threats for the development of tourism and to provide guidelines on the development of coastal villages in the north of Iran. This study is an applied type with a descriptive-analytical method. The sample of the present research consists of coastal villages. After identifying the parameters, a questionnaire was designed in which 200 villagers, experts and officials of the tourism sector in the population were selected using Cochran formula. Finally, using descriptive analysis and factor analysis in SPSS, data were analyzed. The results of the factor analysis suggests that various investigated factors as weaknesses or threats were classified into four categories. 72.41 percent of total variance and the rest of 27.59 % were related to factors beyond the scope of this study. It is worth noting that the main challenges facing the development of coastal villages were infrastructure, environmental, health, socio-cultural and economical challenges. Also, different investigated factors as strengths were grouped into four categories which explain 70.36 percent of total variance and the rest of 29.64 percent are related to the factors beyond the scope of this study. Moreover, opportunities were environmental, economical, socio-cultural and infrastructure ones. Keywords: challenges, opportunities, tourism, coastal villages References Ap .J. (1992). Residents Perceptions on Tourism Impacts. Annals of Tourism Research.19 (4).665-690. Ateljevic.j.(2007).Small Tourism firms and Management Practice in New Zealand the Center Stage Macro Region. Tourism Management.28 (1)307-316. Aykac A. (2005). Contemporary Patterns of Labor Transformation Evidence from Turkish Tourism Industry. Unpublished Doctoral Dissertation, University of New York. Dwyer.l.Edwards .D. Mistilis n. Roan .c. and Scott .n.(2009). Destination and Enterprise Management for a Tourism Future. Tourism Management .30(1)63-74. Doswell, R. (1997). Tourism: Effective Management Makes Different. Butterworth and Heinemann. Jurowski. C. Uysal. M and Williams.Rd.(1997). A Theatrical Analysis of host Community Resident Reactions to Tourism. Journal of Travel Research.36 (2)3-11. Gunn, C. & Var, T. (2002). Tourism Planning: Concepts, Basics, Cases. Rutledge, New York. Hall, C, & Page, S. (2001). The Geography of Tourism and Recreation. Rutledge. Haltmam .j. and hall .CM.(2012). Tourism Place Making Governance of Locality in Sweden. Annals of Tourism Research.39 (2)547-570. Jepson, M.E. (2002). The Impact of Tourism on a Natural Resource community: Cultural resistance in Corte Florida. University of Florida. Ling-Giang. Z. and Qiao.l.(2003). on Lake Tourism Development Models and Tendency in the 21th Century. Economic Geography. Tourism Management School of Management. Department Zhejiang University of Hangzhou. China. Maf achievement funds .(2009). Sustainable Tourism for Rural Development County. Republic of Serbia. Molera.l.and Pilar .A.(2007). Profiling Segments in Rural Area of South-Eastern Spain. Tourism Management.28.757-767. Norris.M. (2007) A Study a Social Economic and Environmental Impacts. Paper Presented at: the European Network for Hosing Research (Enhr) International Conference on Sustainable Urban Areas. 25-28 June. Nrayan, D. (2002). Impacts of Tourism on Economic and Demographic Development in a Rural Spanish pueblo. University of Central Oklahoma Nunkoo. R.and Ramkisson H.(2012).power.Trust.Social Exchange and Community Support. Annals of Tourism Research. 39(2)997-1023. Rayan, Ch. (1995). Recreational Tourism, a Social Science Perspective. Rutledge, Now York. Richards .G (2000), Tourism and the World of Culture and Heritage. Tourism Research, V.25 99-108. Rossana, G. (2007). Tourism and the City , Opportunity for Regeneration. Swarbrook.j. (1998). Sustainable Tourism Management. Newyork .Cahi. Tuohino.A.(2002).In Search of the Sprite of the Lakes as an Opportunity for Tourism Marketing .Lake Tourism Project. Savanlinna for Regional Development and Research.1-12. Wiliam.a, M. and Hall. CM.(2009). Tourism and Migration Now Relationship Between Production and Conception Tourism Geographies. (1)1: 5-27. |
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Analysis and study of the principles and methods of short-thumb in Hindi style, with emphasis on poems of Bidel DehlaviBahman Nezhat, Alireza Mozafari, Rooholla Naseri
pp. 1777-1787 | Article Number: ijese.2017.114
Abstract The brief recitation of the late has been the subject of literary poetry in Persian poetry. In the history of human culture and civilization, people's speeches are usually started by briefness. Referring to the stone written in Hegmataneh and Pasargad, one can conclude that in the most extreme sentences, the ancestors have raised allegations and stories. In the style of Hindi (Esfahani), poets and writers, have created many works in the field of Persian culture and literature. Saeb or Bidl each have composed about 100,000 verses, but they are the hallmark of their character. But it seemed that most of the poets and writers of this period were more inclined to excel. The abundance of allegory and proverbs in this period is proof of this claim. This article tries to study the importance of short stories in Indian style, especially in the poems of Bidol Dehlavi, and by examining its historical course, the presence of this type of short story in contemporary literature, and even in the daily writings of the people and the causes of the people's desire for short messages In the virtual world, it says. Keywords: Briefing, Hindi style, briefness, single verse References Abdul Ghani (1979). moods and works by Mirza Abdul Qader Bidel, translation by Mir Mohammad Asef Ansari, Faculty of Literature and Human Sciences. Ahi H. (1987). kolliyate of the Divane of Rumi Bidel Dehlavi, Foroughi Publication. Akrami, M. R. (2007). "Ambiguity, Diversity and Growth of Metaphor in the Biddle's Ghazal", Journal of Mystical Literature and Cognitive Science, No. 8, pp. 51-72. Arzu, A. Gh. (2002). clusters of the Biddle worldview, Mahshid printing Arzu, A. Gh. (2002). Selected Rubaiyat Bidel Dehlavi, Mahshid Printing, Taraneh Publishing Badavi, Abdul Rahman (2006). Rubaiyat, by the endeavor of Akbar Behdarvand, Tehran, negah. Bidel Dehlavi, A. Q. (2008). Ghazlitat, by the efforts of Akbar Behdarvand, Shiraz, Navid. dehkhoda, A. A. (1964). Dictionary, Tehran: Amir Kabir University Dehlavi, Bidleh, Abdul Qadir ebne Abdul Khaleq. Divan Bidel Dehlavi, Publisher: Manuscript, Digital Publishing: Research Center of the Qaemieh of Isfahan Encyclopedia of Persian Literature (1999). Persian Literature in Afghanistan, Tehran, (Hosseini), p. 345 Golchine Maani, A. (1995). Maktabe Vogo in persian poem, Mashhad, Ferdosi, first press Hadi, Professor Nabi, (1997). Abdul Qader Bidel Dehlavi, translation by Dr. Tofigh Sobhani, Sun Printing, Drop Publishing Kazemi, M. K. (2009). Selected Ghazlitat Bidel, Second Edition, Tehran, Erfan Mojaddidi, Gh. H. (1970). Biology of biddel, Press of Pohand printery, p. 87-86 Tehran, Jami. Pornamandarian, T. (2002). "In the Shade of the Sun", Tehran, Sokhan Publishing House. Safa, Z. A. (1987). History of Literature in Iran, 5th Section 2, Second Edition, Tehran, Ferdows Sajjadi, S. J. (1991). Gnostic Dictionary, Taheri Publishing House. Seljukhi, Salah al-Din (1964). Bidel criticism, Dept. of Ministry, Head of Delegation. Servatian, B. (2004). art of expression, in creation of literary, first press, Tehran, Amirkabir Seyyed hoseiny, R. (2005). literary methods, thirteenth press wrapper1 P318 Tehran, negah Shafiei Kotkani, M. R. (1982). Poetry of Mirrors, (Study of Indian Style and Biddle Poem), Winter, Inscription, Iran Binding Shamisa, S., (1996). stylistics of poem, Tehran, Ferdos, second press, P:271 Zhobl, M. H. (1996). “history of literature of Afganestan” Amiri Publishing, Kabol Nashr www.aftab.ir http://atiban.com/article.aspx?id |
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Using a Collaborative Wiki in a Low Stakes Environmental Health Classroom Exercise to Promote Environmental StewardshipAnne Marie Zimeri
pp. 1789-1796 | Article Number: ijese.2017.117
Abstract Student learning in environmental health sciences involves, in part, investigating life choices that are "eco-friendly" and less damaging to the environment and public health/wellness than traditional choices. Presented here is a wiki assignment that can be used in small (20 students) to large (80+ students) classrooms to 1) have students investigate eco-friendly alternatives relevant to undergraduates and those about to be independent and enter the work force 2) evaluate the environmental impact of eco-friendly alternatives and 3) clarify the availability of these options. Surveys found that 48% of students identified a post on the site that will direct their behavior. Keywords: wiki, environmental stewardship, environmental impact, undergraduate assignment, low stakes References {C}Balzotti, J., & McCool, L. (2016). Using Digital Learning Platforms to Extend the Flipped Classroom. Business and Professional Quarterly, 79(1), 68-80. Brown, J., & Gaxiola, C. (2010). Why would they try: motivation and motivating in low-stakes information skills testing. Journal of Information Literacy, 4(2), 23-36. doi:https://doi.org/10.11645/4.2.1507 Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52(1), 141-146. doi:10.1016/j.compedu.2008.07.003 Donne, V. (2012). Wiki: Using the web connections to connect students. Tech Trends, 56(2), 31-36. Eddy, P., & Lawrence, A. (2013). Wikis as Platforms for Authentic Assessment. Innovative Higher Education, 38(4), 253-265. doi:10.1007/s10755-012-9239-7 Elbow, P. (1997). High stakes and low stakes in assigning and responding to writing. New Directions for Teaching and Learning(69), 5-13. doi:10.1002/tl.6901 Elgort, I., Smith, A. G., & Toland, J. (2008). Is wiki an effective platform for group course work? Australasian Journal of Educational Technology, 24(2), 195-210. Farabaugh, R. (2007). "The isle of full noises": Using wiki software to establish a discourse community on a Shakespeare classroom. Language Awareness, 16(1), 41-56. Gibbons, S. (2010). Collaborating like Never Before: Reading and Writing through a Wiki, 35. Giles, J. (2007). Key biology databases go wiki. Nature, 445(7129), 691-691. doi:10.1038/445691a Hoffmann, R. (2008). A wiki for the life sciences where authorship matters. Nature Genetics, 40(9), 1047-1051. doi:10.1038/ng.f.217 Hungerford, H. R., & Volk, T. L. (1993). What Do We Know About Motivating Individuals to Take Responsible Environmental Action. Aazpa Annual Conference Proceedings 1993, 157-165. Lin, W. C., & Yang, S. C. (2011). Exploring students' perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching-Practice and Critique, 10(2), 88-103. Phillips, C., & Trainor, J. (2014). Millenial students and the flipped classroom. Journal of Business and Educational Leadership, 5(1), 102-112. Raitman, R., Ngo, L., Augar, N., & Zhou, W. L. (2005). Security in the online e-learning environment. 5th IEEE International Conference on Advanced Learning Technologies, Proceedings, 702-706. doi:Doi 10.1109/Icalt.2005.236 Roehl, A., Reddy, S., & Shannon, G. (2013). The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning. Journal of Family and Consumer Sciences, 105(2), 44-49. Stoddart, A., Chan, J. Y. Y., & Liu, G. Z. (2016). Enhancing successful outcomes of wiki-based collaborative writing: a state-of-the-art review of facilitation frameworks. Interactive Learning Environments, 24(1), 142-157. doi:10.1080/10494820.2013.825810 Wake, D. G., & Modla, V. B. (2012). Using Wikis with Teacher Candidates: Promoting Collaborative Practice and Contextual Analysis. Journal of Research on Technology in Education (International Society for Technology in Education), 44(3), 243-265. Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987-995. doi:10.1111/j.1467-8535.2007.00799.x Woo, M. M., Chu, S. K. W., & Li, X. X. (2013). Peer-feedback and revision process in a wiki mediated collaborative writing. Etr&D-Educational Technology Research and Development, 61(2), 279-309. doi:10.1007/s11423-012-9285-y Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment. Internet and Higher Education, 11(3-4), 186-193. doi:10.1016/j.iheduc.2008.06.005 Zhang, X., & Olfman, L. (2010). Studios, Mini-lectures, Project Presentations, Class Blog and Wiki: A New Approach to Teaching Web Technologies. Journal of Information Technology Education, 9, IIP187-IIP199. Zhou, W., Simpson, E., & Domizi, D. P. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity. International Journal of Teaching and Learning in Higher Education, 24(3), 359-375. |
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Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of students’ science process skillsJamal Jumanne Athuman
pp. 1797-1816 | Article Number: ijese.2017.118
Abstract This study aimed at assessing the effectiveness of an inquiry-based approach on students’ scientific process skills development by comparing it with traditional or conventional style of teaching. The study used genetic as the case study to find out whether or not these two styles of teaching genetics would develop differently students’ science process skills. Inquiry-based approaches to science have been heavily emphasized by the newly adopted competence based curriculum in Tanzania. Two months (08weeks) were spent during the summer of 2015 in teaching themes within genetics at the selected schools in the vicinity of Morogoro Municipality. The study employed a quasi-experimental research design with pre and posttests. Eight (08) weeks genetics teaching courses were designed on the basis of both the inquiry based learning principles and conventional style. Form six classes were taught using conventional method while form five classes in these schools had enough time and were taught using inquiry approach. Both classes had never been exposed to advanced level genetics. An analysis of Biology Process Skills Test (BPST) posttest scores revealed that the experimental group students performed better in science process skills after undergoing treatments of inquiry constructivist activities as compared to their counterparts in the control group. An analysis of independent samples t-test based on type of instruction students received at (α) =0.05 produced a p of 0.047 and a t value of 0.633, hence rejecting the null hypothesis (Ho1). However repeated measures ANOVA found that regardless of the method of teaching, there were significant within-groups effects with regard to the development of science process skills. Keywords: competence based curriculum, science process skills, inquiry based approach, conventional teaching, genetics References Banet, E., & Ayuso, E. (2000). Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information. Journal of Science Education, 84, 313-351. Barakatas, A. (2005). A typology of mathematics teachers' beliefs about teaching and learning mathematics and instructional practices. Mathematics Educational Research. 17(2), 69-90. Borg, W., & Gall, M. (1989). Educational research: An introduction. New York: Longman. Burns, J. C., Okey, J. R., & Wise K. C. (1985). Development of an integrated process skills test: TIPS II. Journal of Research in Science Teaching, 22 (2), 169-177. Brian, O. (1994). The Effects of Four instructional strategies on Integrated Science Process Skills and Skill Achievement. Journal of Elementary Science Evaluation, 28(7), 593–607. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional model: Origins, effectiveness and applications. Retrieved from http://www.bscs.org/bscs-5e-instructional-model Chiappetta, E. L., & Koballa, T. R. (2002). Science instruction in the middle and secondary schools (5th ed.) Upper Saddle River: Merrill Prentice Hall. Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education. 125(2), 271-276. Cohen L, Manion L, Morrison K (2007). Research methods in education. New York, NY: Routledge press. Dillashaw, F. G., & Okey, J. R. (1980). Test of integrated process skills for secondary science students. Journal of Science Education, 64(5), 601-608. Flores, M., Kaylor, M. (2007). The effects of a direct instruction program on the fraction performance of middle school students at-risk for failure in mathematics. Journal of Instructional Psychology. 34(2), 84-94. Germann, P. J., Aram, R., Burke, G. (1996). Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments. Journal of Research in Science Teaching, 33(1), 79-99. Ghabayen, O. (1982). The Effects of Discovery (Inquiry) Teaching Method on Preparatory School Students Acquisition for physics concepts and scientific methods; Unpublished MA thesis, University of Jordan Green, Salkind, & Akey (2000). Using SPSS for windows: Analyzing and understanding data. London: Prentice Hall. Hattie, J.A.C. (2012). Visible learning for teachers. Maximizing impact on achievement. Oxford, UK: Routledge. Hurd P. D., Bybee R., Kahle J., Yager R. (1980). Biology education in secondary schools of the United States. Journal of American Biology Teacher 42(1), 388–410. Kelly, G.A. (1991). The psychology of personal constructs: A theory of personality. London: Routledge. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Journal of Educational Psychologist, 41(2), 75–86. Lebow D. (1993). Constructivist values for systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(1), 4–16. Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance: Do students see any relationship? International Journal of Science Education, 22(1), 177-195. Martin, D. W. (1996). Doing psychology experiments. (4th ed.). Pacific Grove, CA: Brooks/Cole. Marx, J.G., Honeycutt, K.A., Clayton, S.R., & Moreno, N.P. (2006). The Elizabeth Towns Incident: An ınquiry-based approach to learning anatomy developed through high school-university collaboration. Journal of the American Biology Teacher, 68(3), 140-147 Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. Journal of American Psychologist, 59(1), 14–19. Kazeni. M. (2005).Development and validation of a test of integrated science process skills for the further education and training learners. Unpublished dissertation report: University of Pretoria, South Africa Njoroge, G.N., Changeiywo, J.M & Ndirangu, M. (20140. Effects of inquiry-based teaching approach on Secondary School Students’ achievement and motivation in Physics in Nyeri county, Kenya. Academic Research Journals, 2(1), 1-16 Padilla, M. J. (1990), Science Process Skills- Research Matters - to the Science Teacher. (ERIC Document Reproduction Service No. ED266961). Retrieved from: http://www.narst.org/publications/research/skill.cfm. Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Journal Educational Psychology, 29(1), 37–48. Randolph, J. (2008). Multidisciplinary Methods in Educational Technology Research and Development. Julkaisuja. Hameenlina, Finland. Retrived from http://justusrandolph.net/articles/multidisciplinary_methods.pdf Rissing S.W., & Cogan J.G. (2009). Can an ınquiry approach ımprove college student learning in a teaching laboratory? Journal of CBE Life Science Education, 8(1), 55–61. Schindler, V. (2014). An Analysis of the Effectiveness of the Intervention. In Occupational Therapy in Forensic Psychiatry (pp152–170). Abingdon, Oxon: Routledge. Retrived from http://www.tandfonline.com/doi/abs/10.1300/J004v20n03_10?journalCode=womh20 Seldin, P. (1999). Changing Practices in Evaluating Teaching. Bolton, Mass: Anker. Retrieved from http://www.iucat.iu.edu/iuk/3688627 Shuttleworth, M (2009). Between subjects design. Retrieved May 10, 2016 from Explorable.com: https://explorable.com/between-subjects-design Tilya, F., & Mafumiko, F. (2008).Compatibility of teaching methods and competence-based curriculum in Tanzania. Dar es Salaam: Unpublished Paper Tsui, C and Treagust, D. ( 2010). Evaluating secondary students’ scientific reasoning in genetics using a two-tier diagnostic instrument. International Journal of Science Education, 32 (8) (2010), pp. 1073–1098 United Republic of Tanzania. (2005). Ordinary secondary level biology syllabus. Dar es Salaam: Tanzania Institute of Education. Wang, M. C., Haertel, G., & Walberg, H. J. (1993). Toward a knowledge base of school learning. Journal of Review of Educational Research, 73(3), 249-294. Ware, S .(1992). The education of secondary science teachers in developing countries. Washington, DC: World Bank. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/2782001099079877269/5476641099080063795/ Wright, S., Sandra, P., & William, L. (1997). Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation. Journal of Personnel Evaluation in Education, 11(2), 57-67 |
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Comparative Effectiveness of Science Integrated Learning Local Potential of Essential Oil Clove Leaves in Improving Science Generic SkillsSusanti, Zuhdan Kun Prasetyo & Insih Wilujeng
pp. 1817-1827 | Article Number: ijese.2017.119
Abstract This research aimed to test: (1) the effectiveness of integrated science learning local potential of essential oil clove leaves viewed from science generic skills; (2) comparison of the effectiveness integrated science learning local potential of essential oil clove leaves on grade VII Junior High School of 3 Ngaglik and Junior High School of PIRI Ngaglik.This type of research is quasi experiment using nonequivalent (pretest and posttest) group design. The population of this study is the entire class VII Junior High School of 3 Ngaglik and Junior High School of PIRI Ngaglik. Technique of sampling class using cluster random sampling. Technique of collecting data using test science generic skills. Data analysis technique used is independent test sample t-test, pair sample t-test with significance level 0,05. The results showed that: (1) integrated science learning local potential of essential oil clove leaves effectively in improving science generic skill of learners with significance value of 0.000; (2) integrated science learning local potential of essential oil clove leaves to be more effective applied in Junior High School of 3 Ngaglik than Junior High School of PIRI Ngaglik with significance value of 0.000 Keywords: Science learning, local potential, science generic skills References Ahmadi, I., Amri, S. & Elisah, T. (2012). Developing Local Excellence Science Education. Jakarta: Library Achievement Brett, F. Mark, B & Craig, C. (2011). WIL and Generic Skill Development: The Development of Business Students' Generic Skills Through Work-Integrated Learning. Asia-Pacific Journal of Cooperative Education, 12(2), 79-93 Callan, V. (2003). Generic Skills: Understanding vocational education and training teacher and student attitude. Adelaide: NCVER. Cohen, L. (2007). Research Methods in Education (Sixth edition). New York: Routledge Coney, A. (2005). Consumer Behavior, Building Marketing Strategy. New York: Mc Graw Hill Companies Inc. Haeppi, Y. (2016). Development of Learning Tool Based on Local Potentials of Clove Leaf Essential Oil to Improve Skills of Generic Science and Curiosity Junior High School Students: master’s thesis. Surakarta: Surakarta State University. Hake, R.R. (2007). Interactive-Engagement vs Traditional Methods. American Journal of Physics, 27(6), 23-35. Hewitt, P.G., Lyons, S., Suchocki, J. & Yeh, J. (2007). Conceptual Integrated Science. New York: Addison Wesley. McCormack, A.J. (1992). Trends and Issues in Science Curriculum. New York: Kraus Intermasional Publication. Meltzer, D.E. (2002). The relationship Between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible”hidden variable” in Diagnostic Pretest Scores. American Journal Physics, 70(12), 1259-1267. Mulyati, D.S, Kartimi, K. & Mulyani, A. (2015). Application of Science-Based Learning Local Benefits of Seeding of Mango Seed (Mangifera indica) in Salagedang on students' critical thinking skill in class X ecosystem material of SMA Negeri 1 Sukahaji Majalengka Regency. Journal of Scientiae Education, 7(2), 153-168. Mumpuni, K.E. (2013). Educational Potential of Character Based Local Excellence in Biology Learning in Indonesia. Paper presented at National Seminar X Educational Biology. Surakara: Surakarta State University. National Research Council. (1996). National Science Education Standars. Washington: National Academy Press. Sanjaya, W. (2008). Learning Strategy Oriented Standards Education Process. Jakarta: Kencana Prenada Media Group Sarah, S. & Maryono. (2014). Local Potential on Curricula 2013. Bandung: Diva press. Sarah, S. & Maryono. (2015). Effectiveness of Local Potential Based Learning in High School Physics Learning in Improving Student Living Values. Journal of Science Education, 1(2), 36-42. Septianu, E., Sudarmin, S. & Widiyatmoko, A. (2014). Development of Integrated IPA Module The theme of Discovery-Based Substance Changes to Improve Generic Skills of Science and Student Learning Outcomes. UNNES Science Education Journal, 3(3), 653-661. Tawil, M. & Liliasari. (2014). Skills of Science and its Implementation in Science Lessons. Makasar: Makasar State University. Varicha, U. (2017). Development of Science Learning with Local Potential-Based Scientific Approach to Improve the Thinking Ability and Scientific Attitude of Grade VII Students of Junior High School Insan Permata Bojonegoro: master’s thesis. Malang: Malang State University. Widhiy, P., Nurrohman, S. & Setyo, W. (2013). Socio Scientific Issues-based Integrated Science Model for Developing Thinking Skills and Delivering 21st Century Skill. Journal of Mathematics and Science Education, 1(2), 263-276. Wilujeng, I. (2015). Integration of Local Potentials in Alternative IPA Learning Improving Global Competitiveness. Presented at the National Seminar on Science Education. Yogyakarta. Yogyakarta: State University. Yilmaz, S., Olgan, R. & Yilmaztekin, E.O. (2016). Nature Connectedness and Landscape Preferences of Turkish Preservice Preschool Teachers. International Journal of Environmental & Science Education, 11(25), 8120-8141. |
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Developing Students’ Creativity through Computer Simulation Based Learning in Quantum Physics LearningMuhammad Tawil & Ahmad Dahlan
pp. 1829-1845 | Article Number: ijese.2017.120
Abstract This study aims to analyses the effect of Phet computer simulation to the students' creativity increasing in Quantum Physics Learning. There were 120 students as the subject in physics education department at the Faculty of Mathematics and Natural Sciences of State University of Makassar. A pre-test and post-test creativity experimental design was used during which students were randomly assigned into either the experimental or the control group. Interview sheet, observation sheet, and questionnaire were used to obtain quantitative data. The results of the research indicate that there are significant differences between the experimental group and the control group in terms of creativity. Interview result shown that student whose was learned by computer simulation based learning believes that it helped them to improve their creativity in term of quantum subject. The students in the experimental group showed that they prefer to use learning tool namely software and it can help lecturer in teaching quantum physics. These findings support the idea that the students majoring at physics education should be trained in the use of computer simulations to improve their creativity. This puts a responsibility of the educational authorities for the procurement of computer simulation software to be used in teaching physics and other science subjects in University. Keywords: Students’ Creativity, Quantum Physics Learning, Computer Simulation Based Learning References Abraham, M. R., W. J. (1986). The sequence of learning cycle activities in High School Chemistry. Journal of Research in Science Teaching, 23(3), 121-143. Belloni,M & Cristian, W. (2006). Physiet quantum physics: an interactive introduction. Pearson Prentice Hall, Upper Saddle River, N.J. Bono. (2007). Revolusi Berpikir. Bandung Mizan Media Utama. Bruner, J. S. (1960). The Process of Education. Cambridge: Harvard University Press. Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. Creswell. J. W & Plano Clark, V. L. (2007). Designing and Conducting Mixed Methods Research. London: Sage Publications. Ekmekci, A. (2015). A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-On Activity on Learning Electric Circuits. Eurasia Journal of Mathematics, Science & Technology Education, 11(4), 765-775. Finkelstein, N, Adams. W.K, Keller. C.J, Kohl. P.B, K.K. Perkins, Podolefsky. N.S, Reid. S., LeMaster, R. (2005). When learning about the real word is better done virtually: a study of substituting computer simulations for laboratory equipment. Phys. Rev. ST: Phys. Educ. Res. 1, 010103. Flisher, C. (2010). Getting plugged in: an overview of internet addiction. Journal of paediatrics and child health, 46(10), 557-559. Floropoulos, J., Spathis, C., Halvatzis, D., & Tsipouridou, M (2010). Measuring the success of the Greek taxation information system. International Journal of Information Management, 30(1), 47-56. Frankel, J. R. W. (2009). How To Design and Evaluate Research in Education. New York: Mc.Graw-Hill. Harrison, A. G. & Treagust, D.F., (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Int. J.Sci.Edu, 84, 352-381. Hawi, N. S. (2012). Internet addiction among adolescents in Lebanon. Computers in Human Behavior, 28(3), 1044-1053. doi: 10.1016/j.chb.2012.01.007 Heinric, R. M., M & Russel, J.D. (1996). Instruction Technology for Teaching and Learning: Designing Instruction, integrating Computers and using Media. 3rd Ed. Upper Saddle River, NJ: Merril Prentice Hall. London: Routledge. Huang, R. T., et. al (2012). Investigating the roles of perceived playfulness, resistance to change and self‐management of learning in mobile English learning outcome. British Journal of Educational Technology, 43(6), 1004-1015. Ilham. (2006). A Comparison of Computer-Based and A Lecture-Based Computer Literacy Course: A Turkish Case. Eurasia Journal of Mathematics, Science and Technology Education, 2(3). Irina, L. P. D., et. al. (2016). Design Education: Peculiarities of Design Students’ Creativity Development. International Journal Of Environmental & Science 2016, 11(13), 6221-6622. Joyce, B., Weil, Marsha & Showers, B. (1992). Models of Teaching. Fourth Edition. Boston: Allyn & Bacon. Kuo, P.H. (2016). Effects of Synchronous Web-Based Instruction on Students’ Thinking Styles and Creativity. Eurasia Journal of Mathematics, Science & Technology Education, 12(3), 609-619. Northcott, B; Milliszewska & Dakich,E. (2007). ICT for Inspiring Creative Thinking. Proceeding Ascilite Singapore. Olakanmi, E. E. (2015). The effects of a web-based computer simulation on students’ conceptual understanding of rate of reaction and attitude towards chemistry. Journal of Baltic Science Education, 14(5), 627-640 Ridong Hu, Yi-Yong Wu & Chich-Jen Shieh. (2016). Effects Of Virtual Reality Integrated Creative Thinking Instruction On Students’ Creative Thinking Abilities. Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(3), 477-486 Rothes, A., Lemos, M. S., & Gonçalves, T. (2014). Motives and Beliefs of Learners Enrolled in Adult Education. Procedia-Social and Behavioral Sciences, 112, 939-948. S.B. McKagan, S. B., K.K. Perkins, M., Dubson, C. M., S. Reid, R. L., & Wieman, C. E (2008). Developing and Researching PhET Simulation for Teaching Quantum Mechanics. Physics Education Technology Journal. |
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A Scale for Differentiating Affective and Cognitive Nature Connection Dimensions, Externally Validated in Terms of Self-Transcendence and Environmental ConcernJan-Niklas Sothmann & Susanne Menzel
pp. 1847-1869 | Article Number: ijese.2017.121
Abstract Nature connection has important predictive power for many facets of pro-environmental attitudes and behaviors. Yet up to now, there has been no theory-based measurement to differentiate the affective and cognitive dimensions of nature connection. We followed four-step strategy to develop such an instrument. In the first step, we evaluated items from established scales, based on semantic analysis, to identify possible items to assign to affective and cognitive dimensions. In the second step, we quantitatively validated the chosen items by applying the new scales in a quantitative questionnaire survey completed by German university students (n = 237, Mage = 22.12, SD = 3.09). In the third step, we used confirmatory factor analysis to empirically separate the dimensions. Finally, in the fourth step, we conducted correlations and structural equation modeling between the newly proposed cognitive and affective nature connection dimensions and the external validation variables self-transcendence and environmental concern. Affective nature connection showed higher correlations with self-transcendence and environmental concern than its cognitive counterpart. Furthermore, self-transcendence predicted 6% of the cognitive dimension of nature connection and 20% of the affective dimension. Although both dimensions correlated significantly with each other, only affective nature connection could predict (13%) environmental concern. Moreover, self-transcendence showed a significant indirect effect on environmental concern via affective nature connection. We successfully developed a new instrument that independently measures the cognitive dimension and affective dimension of nature connection. Keywords: nature connection, affective, cognitive, self-transcendence, Environmental Concern References VandenBos, G. R. (2007). APA dictionary of psychology. American Psychological Association. Beery, T. H. (2012). Establishing reliability and construct validity for an instrument to measure environmental connectedness. Environmental Education Research, 1 (April 2015), 1–13. https://doi.org/10.1080/13504622.2012.687045. Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York and London: Guilford Publications. Carmi, N., Arnon, S., & Orion, N. (2015). Transforming Environmental Knowledge into Behavior: The Mediating Role of Environmental Emotions. Journal of Environmental Education, 46(3), 183–201. https://doi.org/10.1080/00958964.2015.1028517. Christ, O., & Schlüter, E. (2012). Strukturgleichungsmodelle mit Mplus: eine praktische Einführung [‘Structural equation modelling with Mplus: a practical introduction’]. Walter de Gruyter. Conn, S. (1998). Living in the earth: Ecopsychology, health and psychotherapy. Humanist. Psychol. 26, 179–198. doi: 10.1080/08873267.1998. 9976972. Dunlap, R. E., & Van Liere, K. D. (1978). The ‘new environmental paradigm’: a proposed measuring instrument and preliminary results. Journal of Environmental Education, 9, 10–19. https://doi.org/10.3200/JOEE.40.1.19-28. TeleForm, Cardiff Inc. (2017). Electric Paper Informationssysteme GmbH, Version 10.8. Lüneburg. Ellis, R. J., & Thompson, F. (1997). Culture and the environment in the Pacific Northwest. American Political Science Review, 91(04), 885-897. Geng, L., Xu, J., Ye, L., Zhou, W., & Zhou, K. (2015). Connections with nature and environmental behaviors. PloS one, 10(5), e0127247. Henson, R. K., & Roberts, J. K. (2006). Use of Exploratory Factor Analysis in Published Research: Common Errors and Some Comments on Improved Practice. Educational and Psychological Measurement, 66(3), 393–416. https://doi.org/10.1177/0013164405282485. Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31(2), 178-202. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York: Guilford Publications. Li, J., & Ernst, J. (2015). Exploring value orientations toward the human-nature relationship: a comparison of urban youth in Minnesota, USA and Guangdong, China. Environmental Education Research, 21(4), 556–585. https://doi.org/10.1080/13504622.2014.910499. Mayer, F. S., & Frantz, C. M. (2004). The connectedness to nature scale: A measure of individuals’ feeling in community with nature. Journal of Environmental Psychology, 24(4), 503-515. Muthén, L. K., & Muthén, B. O. (2017). Mplus User´s Guide. (Eighth Edition). Los Angeles, CA: Muthén & Muthén. Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The nature relatedness scale: Linking individuals' connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715-740. Nisbet, E. K., & Zelenski, J. M. (2013). The NR-6: a new brief measure of nature relatedness. Frontiers in Psychology, 4, 813. Perrin, J. L., & Benassi, V. A. (2009). The connectedness to nature scale: A measure of emotional connection to nature? Journal of Environmental Psychology, 29(4), 434- 440. Pooley, J. A., & O’Connor, M. (2000). Environmental education and attitudes emotions and beliefs are what is needed. Environment and Behavior, 32(5), 711-723. https://doi.org/10.1177/0013916500325007. Rhead, R., Elliot, M., & Upham, P. (2015). Assessing the structure of UK environmental concern and its association with pro-environmental behaviour. Journal of Environmental Psychology, 43, 175–183. https://doi.org/10.1016/j.jenvp.2015.06.002. Schmidt, P., Bamberg, S., Davidov, E., Herrmann, J., & Schwartz, S. H. (2007). Die Messung von Werten mit dem ‚Portraits Value Questionnaire‘[‘Measurement of values with the Portrait Value Questionnaire’]. Zeitschrift Für Sozialpsychologie, 38(4), 261– 275. https://doi.org/10.1024/0044-3514.38.4.261. Schultz, P. W. (2001). The Structure of Environmental Concern: Concern for Self, Other People, and the Biosphere. Journal of Environmental Psychology, 21(4), 327–339. https://doi.org/10.1006/jevp.2001.0227. Schultz, P. W., Shriver, C., Tabanico, J. J., & Khazian, A. M. (2004). Implicit connections with nature. Journal of Environmental Psychology, 24(1), 31–42. https://doi.org/10.1016/S0272-4944(03)00022-7. Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology, 25, 1-65. Stern, P. C. (2000). Toward a Coherent Theory of Environmentally Significant Behavior. Journal of Social Issues, 56(3), 407–424. https://doi.org/10.1111/0022-4537.00175. Tam, K. P. (2013). Concepts and measures related to connection to nature: Similarities and differences. Journal of Environmental Psychology, 34, 64-78. |
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The Effectiveness of Question-Based Inquiry Module in Learning Biological Knowledge and Science Process SkillsPutu Budi Adnyana & Desak Made Citrawathi
pp. 1871-1878 | Article Number: ijese.2017.122
Abstract Knowledge and science process skills are important in the science classroom. Science processes are thinking processes that foster lifelong learning. In inquiry-based science learning, students are engaged in many of the activities and thinking processes that scientists use to produce new knowledge. The inquiry approach can be implemented effectively with the use of questions leading to an investigation through which students learn to understand the content of the subject. This study investigated the effectiveness of a question-based inquiry module (QBIM) for learning biological knowledge and science process skills. The research participants were 34 eight graders of junior high school. The results showed biological knowledge and science process skills of students were mostly in the good category. The effectiveness index (EI) of biological knowledge and science process skills were 85.29 % and 79.41% respectively. The students' responses to the implementation of QBIM were positive. The students stated that they enjoyed learning biology (91.18%), the learning was considered attractive (97.06%), the module was easy to learn (85.29%), the tasks were challenging (85.29%), and the assessment was good (97.06). QBIM was an effective medium for teaching biological knowledge and science process skills. The findings of this study also pointed out the students’ positive responses to the QBIM-based science learning. Keywords: inquiry, question, module, Biological knowledge, science process skills References Abdi, A. (2014) The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37-41. Barba, R.H. ( 1998) Science in The Multicultural Classroom: A Guide to Teaching and Learning. Boston: Allyn and Bacon. Bell, R.L., Smentana, L. and Binns, I. (2005) Simplifying Inquiry Instruction. The Science Teacher. 30-31. Callahan, J.F., Clark, L.H. & Kellough, R.D. (1992) Teaching in the Middle and Secondary Schools. United State of America: Macmillan. Carin, A. A. (1993) Teaching Modern Science. New York: Maxwell Macmillan International. Cotton, K. (2012) Classroom Question. Available at http:// -69.20.125.200-workshop, accessed 17 Mart 2012. Chu, S.K.W., Tse, S.K. & Chow, K. (2011) Using Collaborative Teaching and Inquiry Project-based Learning to Help Primary School Students Develop Information Literacy and Information Skills. Library & Information Science Research, 33 (2011), 132–143. Dostal, J. (2015) The Definition of the Term “Inquiry-based instruction” . International Journal of Instruction, 8 (2):69-82. Geoffrey R., S. (2010) A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors. Bioscene: Journal of College Biology Teaching, 36 (1), 43-51. Goldman, S.R., Radinsky, J. & Wink, D. 2010. Learning as Inquiry. International Encyclopedia of Education, pp 297-302. Harrison, C. (2014) Assessment of Inquiry Skills in the SAILS Project. Science Education International, 25 (1), 112-122. Haynes-Berry, M. & Berry, G. (2014) “Reading an object”: Developing Effective Scientific Inquiry Using Student Questions. European Journal of Science and Mathematics Education, 2(2), 87- 97. Kuhlthau, C.C, Maniotes, L.K. & Caspari, A.K. (2007) Guided Inquiry: Learning in the 21st Century. Westport, Connecticut: Libraries. Magnesen, V.A. (1983) A Review of Findings from Learning and Memory. Innovation Abstracts, 5(24) September 16 1983. Martin, R., Sexton, C. Franklin, T. & Gerlovich J. (2005) Teaching Science for All Children: An Inquiry Approach. Boston: Allyn and Bacon. Molenda, M. (2003) In Search of Elusive ADDIE Model. Performance Improvement , 42 (5), 34-36. Molenda, M. (2003) The ADDIE Model. Indiana University. Morrison, G.R., Ross, S.M., Kemp, J.E. and Kalman, H.K. 2007. Designing Effective Instruction. New York: John Wiley & Sons. Slavin, R.E. (1994) Educational Psychology: Theory and Practice. Boston: Allyn and Bacon. Spronken-Smith, R & Walker , R. (2010) Can Inquiry-based Learning Strengthen The links between Teaching and Disciplinary Research?. Studies in Higher Education, 35 (6), 723-740. Suduc, A., Bizoi, M. & Gorghiu, G. (2015) Inquiry Based Science Learning in Primary Education. Procedia-Social and Behavioral Sciences, 205(63), 474-479. Sutman, F.X, Schmuckler, J.S., & D. Woodfield, J.D. (2008) The Science Quest Using Inquiry/Discovery to Enhance Student Learning, Grades 7–12. San Francisco, John Wiley & Sons. Thompson, T. (2017) Teaching Creativity Through Inquiry Science. Gifted Child Today, 40(1), 29-42. Tofade, T.; Elsner, J., & Haines, S.T. (2013) Best Practice Strategies for Effective Use of Questions as a Teaching Tool. American Journal of Pharmaceutical Education , 77 (7), Article 155. Tuan, H.L., Chin, C.C., Tsai, C.C. & Cheng, S.F. (2005) Investigating The Effectiveness of Inquiry Instruction on The Motivation of Different Learning Styles Students. International Journal of Science and Mathematics Education, 3, 541–566. Woolfolk, A. 2011. Educational Psychology: Active Learning Edition. Boston: Pearson. Wu, J. W., Tseng, J. C. R., & Hwang, G. J. (2015) Development of an Inquiry-Based Learning Support System Based on an Intelligent Knowledge Exploration Approach. Educational Technology & Society, 18 (3), 282–300. |
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An Analysis of Changes in the Environmental Content of Caldecott and Newbery Medal Winning Children’s Books, 1922-2016Elena McGuire & Patrick Della-Croce
pp. 1879-1894 | Article Number: ijese.2017.123
Abstract Raising environmentally conscious citizens is crucial to promote environmentally sustainable actions. Environmentally themed children’s literature is one tool to develop lifelong environmental responsibility. Ecocritical analyses of children’s literature in the United States primarily examine single works, and the few existing large-scale environmental content analyses suggest conflicting historical trends. This study examines several environmental content variables (characters, plot, and overall message) found in 735 Caldecott and Newbery medal winning children’s books in the United States from 1922-2016. It analyzes the total quantities of environmental content found in these books, as well as how the frequencies of the content changed over time. We found that less than 50% of the books contained environmental content and that there were dominant content types prevalent in both samples. Additionally, 15 of the 19 variables showed significantly (α=0.05) lower levels from 1956-2016 compared to 1922-1956 levels. The limited quantities and scope of environmental content found in these children’s books might not support broad environmental understanding, especially for children growing up after 1956. These findings suggest that U.S. children’s literature may not be optimized to develop environmentally responsible citizens, which is concerning considering the environmental challenges we face today. Keywords: children’s literature, environmental, ecocriticism, content analysis, longitudinal References American Library Association. 2017. “A Number of Children’s and Young Adult Books as Well as Audiobooks and Ebooks.” VHAWKINS’s Blog 1. Retrieved February 6, 2017 (http://www.ala.org/tools/number-childrens-and-young-adult-books-well-audiobooks-and-ebooks). Association for Library Services to Children. 2009a. “John Newbery Award Committee Manual.” (October):1–70. Association for Library Services to Children. 2009b. “Randolph Caldecott Medal Committee Manual.” (June):1–70. Ballantyne, Roy, Sharon Connell, and John Fien. 1998. “Students as Catalysts of Environmental Change: A Framework for Researching Intergenerational Influence through Environmental Education.” Environmental Education Research 4(3):285–98. Burke, Carolyn L. and Joby G. Copenhaver. 2004. “Animals as People in Children’s Literature.” Language Arts 81(3):205–13. Retrieved (https://secure.ncte.org/library/NCTEFiles/Store/SampleFiles/Journals/la/LA0813Animals.pdf). Casey, Beth, Sumru Erkut, Ineke Ceder, and Jessica Mercer Young. 2008. “Use of a Storytelling Context to Improve Girls’ and Boys’ Geometry Skills in Kindergarten.” Journal of Applied Developmental Psychology 29(1):29–48. Chawla, Louise. 2009. “Growing up Green: Becoming an Agent of Care for the Natural World.” The Journal of Developmental Processes 4(1):6–23. Council on Environmental Quality. 1970. Environmental Quality: The First Annual Report of the Council on Environmental Quality. Washington, D.C. Damerell, P., C. Howe, and E. J. Milner-Gulland. 2013. “Child-Orientated Environmental Education Influences Adult Knowledge and Household Behaviour.” Environmental Research Letters 8(1):15016. Retrieved (http://iopscience.iop.org/1748-9326/8/1/015016/article/). Donovan, John. 1991. “Children’s Book Publishing on the Ascent.” Publishing Research Quarterly 7(3):7–14. Dove, J. E. 1998. “Students’ Alternative Conceptions in Earth Science: A Review of Research and Implications for Teaching and Learning.” Research Papers in Education 13(2):183–201. Retrieved (http://www.tandfonline.com/doi/abs/10.1080/0267152980130205). Eagles, Paul F. J. and Robert Demare. 1999. “Factors Influencing Children’s Environmental Attitudes.” Journal of Environmental Education 30(4):33–37. Erlanger, Steven, Alison Smale, Lisa Friedman, and Julie Hirschfeld Davis. 2017. “World Leaders Move Forward on Climate Change, Without U.S.” The New York Times, 1. Retrieved (https://www.nytimes.com/2017/07/08/world/europe/group-of-20-climate-change-agreement.html?_r=0). Evans, S. M., M. E. Gill, and J. Marchant. 1996. “Schoolchildren as Educators: The Indirect Influence of Environmental Education in Schools on Parents’ Attitudes towards the Environment.” Journal of Biological Education 30(4):243–48. Ganea, Patricia A., Caitlin F. Canfield, Kadria Simons-Ghafari, and Tommy Chou. 2014. “Do Cavies Talk? The Effect of Anthropomorphic Picture Books on Children’s Knowledge about Animals.” Frontiers in Psychology 5:283. Ganea, Patricia A., Lili Ma, and Judy S. DeLoache. 2011. “Young Children’s Learning and Transfer of Biological Information from Picture Books to Real Animals.” Child Development 82(5):1421–33. Hays, Samuel P. 1982. “From Conservation to Environment: Environmental Politics in the Uinted States since World War Two.” Environmental History Review 6(2):14–41. Van den Heuvel-Panhuizen, Marja and Iliada Elia. 2011. “Kindergartners’ Performance in Length Measurement and the Effect of Picture Book Reading.” ZDM - International Journal on Mathematics Education 43(5):621–35. Leininger, Melissa, Tina Taylor Dyches, Mary Anne Prater, and Melissa Allen Heath. 2010. “Newbery Award Winning Books 1975-2009: How Do They Portray Disabilities?” Education and Training in Autism and Developmental Disabilities 45(4):583–96. Marriott, Stuart. 2002. “Red in Tooth and Claw? Images of Nature in Modern Picture Books.” Children’s Literature in Education 33(3):175–83. Maughan, Shannon. 2011. “And the Winner Is ….” Publishers Weekly, 1–5. Nash, Robert Frazier. 1990. “An American Environmental Chronology.” Pp. XI–XIX in American Environmentalism: Readings in Conservation History, edited by R. Nash. New York: McGraw-Hill. Pescosolido, Bernice A., Elizabeth Grauerholz, and Melissa A. Milkie. 1997. “Culture and Conflict: The Portrayal of Blacks in U.S. Children’s Picture Books Through the Mid- and Late-Twentieth Century.” American Sociological Review 62(3):443–64. Petulla, Joseph M. 1988. American Environmental History. 2nd ed. Columbus: Merrill Publishing Company. Rae, Gavin. 2014. “Anthropocentrism.” Encyclopedia of Global Bioethics 1–12. Reynolds, Paul. 2001. “Kyoto: Why Did the US Pull Out?” BBC News, 2. Rome, Adam. 2001. The Bulldozer in the Countryside: Suburban Sprawl and the Rise of American Environmentalism. Cambridge: Cambridge University Press. Rule, Audrey and Joan Atkinson. 1994. “Choosing Picture Books About Ecology.” The Reading Teacher 47(7):586–91. Sackes, Mesut, Kathy Cabe Trundle, and Lucia M. Flevares. 2009. “Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years.” Early Childhood Education Journal 36(5):415–22. Silvey, Anita. 2008. “Has the Newbery Lost Its Way?” School Library Journal, 1–3. Retrieved (http://www.slj.com/2008/10/sljarchives/has-the-newbery-lost-its-way/). Wells, Nancy M. and Kristi S. Lekies. 2006. “Nature and the Life Course: Pathways from Childhood Nature Experiences to Adult Environmentalism.” Children, Youth and Environments 16(1):1–24. Wells, Rachael and Pauline Davey Zeece. 2007. “My Place in My World: Literature for Place-Based Environmental Education.” Early Childhood Education Journal 35(3):285–91. Williams, J.Allen, Christopher Podeschi, Nathan Palmer, Philip Schwadel, and Deanna Meyler. 2012. “The Human-Environment Dialog in Award-Winning Children’s Picture Books.” Sociological Inquiry 82(1):145–59. Willoquet-Maricondi, Paula. 2010. “Shifting Paradigms: From Environmentalist Films to Ecocinema.” Pp. 43–61 in Framing the World: Explorations in Ecocriticism and Film, edited by P. Willoquet-Maricondi. Charlottesville: University of Virginia Press. |
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Teachers Recognize the Need to Develop Their Competencies to Improve Medical Students’ PerformanceHaydeé Parra-Acosta, Sergio Tobon, Luis Gibran Juárez-Hernández, Jose Lopez-Loya, Jesús Guadalupe Benavides-Olivera, Víctor M. García-Acosta, Salvador González-Ortiz, Jair Carrazco-Palafox, Griselda Giseh Sánchez-Cañas & Bibiana Tobon
pp. 1895-1911 | Article Number: ijese.2017.124
Abstract The knowledge society requires physicians to be creative and innovative in different professional practice settings. This is a challenge to medical teachers, who are required to develop competencies beyond those acquired during their professional training. The purposes of this paper were to assess medical teachers’ academic competencies, and to identify relationships between teachers’ academic competencies and their students’ academic performance. A descriptive-correlational study was carried out, in which it was given two questionnaires to a representative sample of 169 students and 77 teachers at medical schools in Mexico. The responses were recorded on a centesimal scale and analyzed using inferential and descriptive statistics. The domain “Recognize the need to develop teaching competencies” was significantly related to the domains "Help students be creative and innovative" (r=0.64; p<0.01), "Encourage students to work with positive emotions" (r=0.47; p<0.01), “Help students to use complex thinking” (r=0.62; p<0.01), and “Teach students to solve problems by integrating knowledge from different disciplines” (r=0.52; p<0.01). The results suggested that teacher performance is a key factor in the training of physicians under the competencies models. Keywords: competencies, student creative, socioformation, medical education References Aguirre-Huacuja, E., Castellanos-Barrales, F., Galicia-Negrete, H., González-Torres, A., Jarquín, O. F., Ojeda-Blanco, C., … Vázquez Esquivel, J. (2012). Perfil por competencias del profesor de medicina [Teaching competencies profile of the Medicine teacher]. Retrieved from https://goo.gl/hqyXjh Al Bu Ali, W.H., Balaha, M.H., Kaliyadan, F., Bahgat, M., & Aboulmagd, E. (2013). A framework for a competency based medical curriculum in Saudi Arabia. Materia Socio Medica, 25(3),148–152. doi: 10.5455/msm.2013.25.148-152 Bastías, S.G., Villarroel, P.L., Zuñiga P.D., Marshall, R.G., Velasco, F.N., & Mena, C. B. (2000). Academic performance of medical students. A predictable result? Revista Médica de Chile, 128(6), 671-678. doi: http://dx.doi.org/10.4067/S0034-98872000000600015 Beran, T. (2015). Research Advances in Conformity to Peer Pressure: A Negative Side Effect of Medical Education. Health Professions Education, 1, 19-23. doi: http://dx.doi.org/10.1016/j.hpe.2015.11.004 Bonomi, A.E., Patrick, D.L., Bushnell, D.M., & Martin, M. (2000). Validation of the United States’ version of World Health Organization quality of life (WHOQOL) instrument. Journal of Clinical Epidemiology, 53,1-12. doi: https://doi.org/10.1016/S0895-4356(99)00123-7 Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. Retrieved from https://goo.gl/sc3rUo Federation of General Health Law (1987). The Regulation of the General Health Law on Health Research of Mexico, Article 23. Official Journal of the Federation. Mexico City. Ferrari A, Cachia R., & Punie, Y. (2015) Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching. Retrieved from https://goo.gl/LZkcF9 Hernández-Vargas, C. I. & Dickinson-Bannack, M. E. (2014). Importancia de la inteligencia emocional en Medicina. [The importance of emotional intelligence in Medicine]. Investigación en Educación Médica, 3(11), 155-160. doi: https://doi.org/10.1016/S2007-5057(14)72742-5 Nam, C. J. (2004). Individual and contextual predictors of creative performance: the mediating role of psychological processes. Creativity Research Journal, 16, 187-199. doi: http://dx.doi.org/10.1080/10400419.2004.9651452 Niwa, M., Saiki, T., Fujisaki, K., Suzuki, Y., & Evans, P. (2016). The Effects of Problem-Based-Learning on the Academic Achievements of Medical Students in One Japanese Medical School, Over a Twenty-Year Period. Health Professions Education, 2, 3–9. doi: http://dx.doi.org/10.1016/j.hpe.2016.01.003 Nunnally, J. C., & Bernstein, I. H. (1994) Psychometric theory (3rd ed.). New York, NY: McGraw-Hill, Inc. Morin, E. (1999). The seven necessary knowledges for education of the future. Retrieved from: https://goo.gl/fVjQsg Moran, O. P., Pérez, J. E.C., & Pansza, M. (1996). [Didactic fundamentation]. (2nd ed.). D.F, México: Gernika Parra-Acosta, H. (2006, April). [The competency-based learning model, centered on learning and its implications for comprehensive university student education]. Paper presented at the 6th International Congress University Challenges and Expectations, UACH´s School of Medicine of the Autonomous University of Chihuahua. doi: http://doi.org/10.13140/RG.2.1.3326.2164 Parra, H., Benavides, J., García, V., Tobón, S., López, J., Monje, J., … Contreras, G. (2014). Las competencias del docente de medicina y sus implicaciones en el desempeño académico del médico en formación [The Medicine teacher competencies and its implications in the academic performance of the teacher in training]. (1st ed.). Retrieved from https://goo.gl/MGbyRC Parra, H., & Tobón, S. (2015). Docencia socioformativa y desempeño académico en la educación superior. [Socioformative teaching and academic performance in higher education]. Paradigma, 36(1), 42-55. Retrieved from https://goo.gl/Xo6eRo Parra, H., Vázquez, A.D., & Del Val, N. (2012). Evaluación del currículo por competencias. Perspectiva de estudiantes y docentes. [Curriculum assessment by competencies. Students and teachers perspective]. Retrieved from https://goo.gl/B2qYas Sanchez-Mendiola, M. (2012). El seminario de educación del plan único de especializaciones médicas de la Facultad de Medicina de la UNAM: una reflexión crítica. Los retos de la educación médica [The seminar of education of medical specializations plan of the UNAM Faculty of Medicine: a critical reflection. The medical education challenges]. 1(1),35-162. Retrieved from https://goo.gl/1NMZ5r Tobón, S. (2016). Curricular management and socioformative perspective. Lake Mary: Kresearch. Tobón, S. (2017). Conceptual analysis of the socioformation according to the knowledge society. Knowledge Society and Quality of Life (KSQL), 1(1), 9-35. https://goo.gl/aJeSvw United Nations Educational, Scientific and Cultural Organization. (2005). Hacia las Sociedades del Conocimiento. Retrieved from https://goo.gl/BvFp6q Wilkerson, L. & Irby, D. M. (1998). Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine, 73(4), 387-396. Retrieved from https://goo.gl/7q5hm3 Zhu, C., Wang D., Cai Y., & Engels, N. (2013). What core competencies are related to teachers' innovative teaching? Asia-Pac Journal of Teacher Education, 41(1), 9-27. doi: 10.1080/1359866X.2012.753984 |
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Mindfulness in Cultural and Wildlife Tourism in Southern AfricaHaretsebe Manwa, Dudu Boemah-Dlamini & Emile Coetzee
pp. 1913-1923 | Article Number: ijese.2017.125
Abstract The objectives of this article were to explore the mindfulness of tourists visiting cultural and wildlife attractions and to establish the role of on-site interpretation in stimulating mindfulness. This was a qualitative study that used grounded theory methodology and reflexivity as an interpretive and critical mode of enquiry. The study was informed by focus group discussions, semi-structured interviews with group members, participant observations and a detailed daily journal recording of the critical instances of 100 tourists visiting cultural and wildlife tourism attractions in two southern African countries over a three-year period. Well-developed on-site interpretation resulted in tourist’s mindfulness in both wildlife and cultural settings visited within South Africa. However, on-site interpretation was lacking for Lesotho, resulting in mindlessness among the tourists. A change of mindset is required for on-site interpretation in Lesotho. Qualified and trained tour guides should be at the forefront of interpretation of cultural encounters in Lesotho, to enable cultural tourism to become a meaningful economic driver. Keywords: Interpretation; grounded theory; reflexivity; sustainable tourism, Mindfulness, southern Africa References Ababneh, A. (2016). Heritage management and interpretation: Challenges to heritage site-based values, reflections from the heritage site of Umm Qais, Jordan. Archaeologies: Journal of the World Archaeological Congress, 12 (1), 38-72. Agapito, D., Mendes, J. & Valle, P. (2013). Exploring the conceptualization of the sensory dimension of tourist experiences.. Journal of Destination Marketing & Management, 2 (2), 62-73. Ahebwa, W.M., Van der Duim, V.R. & Sandbrook, C.G. (2012). Private-community partnerships: Investigating a new approach to conservation and development in Uganda. Conservation and Society, 10 (4), 305-317. Ballantyne, R., Packer, R.J. & Sutherland, L.A. (2011). Visitors’ memories of wildlife tourism: Implications for the design of powerful interpretive experiences. Tourism Management, 32 (4), 770-779. Barber, N.A. & Deale, C. (2014). Tapping mindfulness to shape guests’ sustainable behaviour. Cornell Hospitality Quarterly, 55 (1), 100-114. Barre, S. (2013). Wilderness and cultural tour guides, place identity and sustainable tourism in remote areas. Journal of Sustainable Tourism, 21 (6), 825-844. Botha, E., Saayman, M. & Kruger, M. (2016). Expectations versus experience – the Kruger National Park’s interpretation services from a regional approach. Journal of Ecotourism, 15 (2), 158-183. Butler, R.W. (1980). The concept of a tourist area cycle of evolution: Implications for management of resources. Canadian Geographer, 24 (1), 5-12. Choe, Y., Lee, S.M. & Kim, D.K. (2014). Understanding the exhibition attendees’ evaluation of their experiences: A comparison between high versus low mindful visitors. Journal of Travel &Tourism Marketing, 31(7), 899-914. Curtin, S. (2009). Wildlife tourism: The intangible, psychological benefits of human–wildlife encounters. Current Issues in Tourism, 12 (5-6), 451-474. Daengbuppha, J., Hemmington, N. & Wilkes, K. (2006). Using grounded theory to model visitor experiences at heritage sites. Qualitative Market Research, 9 (4), 367-388. Dutt, C. & Ninov, I. (2016). Tourists’ experiences of mindfulness in Dubai, United Arab Emirates. Journal of Travel & Tourism Marketing, 33 (8),1195-1212. Feighery, W. (2006). Reflexivity and tourism research: Telling an (other) story. Current Issues in Tourism, 9 93), 269-282. Frauman, E. Norman, W.C. (2004). Mindfulness as a tool for managing visitors to tourism destinations. Journal of Travel Research, 42, 381-389. Freshwater, D. (2001). Critical reflexivity: A politically and ethically engaged research method for nursing. NT Res, 6 (1), 526-537. Gelbman, A. & Collins-Kreiner, N. (2016). Cultural and behavioral differences: Tour guides gazing at tourists. Journal of Tourism and Cultural Change, 1-18. Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory. Chicago: Aldine. Ganesan, V., Noor, S.M. & Jaafar, M. (2014). Communication factors contributing to mindfulness: A study of Melaka World Heritage Site visitors. Journal of Sustainable Development, 7 (3), 49-58. Government of South Africa (1996). White Paper: The Development and Promotion of Tourism in South Africa. Huang, S., Weiler, B. & Assaker, G. (2015). Effects of interpretative guiding outcomes on tourist satisfaction and behavioral intention. Journal of Travel Research, 54 (3), 344-358. Ivanovic, M. & Saayman, M. (2013). Telling or selling? Experiencing South African cultural heritage tourism products. African Journal for Physical, Health Education, Recreation and Dance (Supplement 2), 172-186. Langer, E.J. & Moldoveanu, M. (2000). The construct of mindfulness. Journal of Social Issues, 56 (1), 1-9. Lengyel, A. (2015). Mindfulness and sustainability: Utilizing the tourism context. Journal of Sustainable Development, 8(9), 35-51. Lesotho Government (2006). Support to Institutional and Capacity Strengthening of the Tourism Sector”. Maseru, Lesotho: Government of Lesotho. Manwa, H. (2012). Communities’ understanding of tourists and the tourism industry: The Lesotho Highlands water project. African Journal of Business Management, 6 (22), 6667-6674. Mkono, M. (2016). The reflexive tourist. Annals of Tourism Research, 57 (C ), 206-219. Moscardo, G. (20140. Interpretation and tourism: Holy Grail or emperor’s robes? International Journal of Culture, Tourism and Hospitality Research, 8 (4), 462-476. Rose, G. (1997). Situating knowledge: Positionality, reflexivities and other tactics. Progress in Human Geography, 21 (3),305-320. Rosli, N.M., Noor, S., Jaafar, M. & Mohamed, R. (2014). Creating mindful tourists at heritage sites through tour guide’s interpretation: A case of Georgetown World Heritage sites. GSTF International Journal of Media and Communication, 1(2), 1-14. Stake, R.E. (2010). Qualitative Research: Studying How Things Work. New York: The Guilford Press. Tribe, J. (2005). The truth about tourism. Annals of Tourism Research, 33 (2), 360-381. Trinha, T.T. & Ryan, C. (2016). Heritage and cultural tourism: The role of the aesthetic when visiting Mỹ Sơn and Cham Museum, Vietnam. Current Issues in Tourism, 19(6), 564–589, Tung, V.W.S & Ritchie, J.R.B. (2011). Exploring the essence of memorable tourism experiences. Annals of Tourism Research, 38 (4), 1367–1386. Urry, J. (1990). The consumption of tourism. Sociology, 24 (1), 23-35. Walker, K. & Moscardo, G. (2014). Encouraging sustainability beyond the tourist experiences: Ecotourism, interpretation and values. Journal of Sustainable Tourism, 22 (8), 1175-1196. Walker, K. & Moscardo, G. (2016). Moving beyond sense of place to care of place: The role of indigenous values and interpretation in promoting transformative change in tourists, place images and personal values. Journal of Sustainable Tourism, 24 (8-9), 1243-1261, DOI: 10.1080/09669582.2016.1177064 Weiler, B., Skibins, J.C. & Markwell, K. (2016). Interpretation and tourism: Holy grail or emperor’s robes. International Journal of Culture, Tourism and Hospitality Research, 10 (2): 235-238. Wight, A.C. & Lennon, J.J. (2007). Selective interpretation and eclectic human heritage in Lithuania. Tourism Management, 28 (2), 519-529. World Travel and Tourism Council (2016). Economic impact analysis. From http://www.wttc.org/research/economic-research/economic-impact-analysis (Retrieved January 28 2017). |
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The Teaching of the Experimental Sciences in Primary Education through a Methodology by Inquiry: Learning Difficulties and Pedagogical GuidelinesLuis Del Espino Díaz
pp. 1925-1930 | Article Number: ijese.2017.126
Abstract This paper aims to analyze the importance of the acquisition of scientific capacities in primary education within the framework of the key competences highlighting the contribution of this to the development of the scientific culture of society hence the importance of aspects that are to be dealt with in this paper. After carrying out a review of the main difficulties for the understanding of the curricular contents included in the area of the experimental sciences we will focus on the methodology by inquiry as a proposal of work in the classroom to finish with a series of pedagogical guidelines to have in that they facilitate the teaching and learning process of the experimental sciences in primary education. Keywords: Scientific literacy; Experimental sciences; Primary education; Key competences; methodology by inquiry; pedagogical guidelines; scientific culture References Garmendia Mujika, M., & Guisasola Aranzabal, J. (2015). Alfabetización científica en contextos escolares: El Proyecto Zientzia Live!. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 12(2). Greca, I., Villagrá, J. & Diez, M. (2017). La formación en ciencias de los estudiantes del grado en maestro de Educación Primaria Revista Electrónica de Enseñanza de las Ciencias, 16(2), 231-256. Harasim, L. (2017). Learning theory and online technologies. Oxford: Taylor & Francis. OECD (2005). Teachers Matter. Attracting, Developing and Retaining Effective Teachers Education and Training Policy. París: OECD Publishing. Pastor, M. (2014). La enseñanza/aprendizaje de las ciencias a través de la indagación (Trabajo fin de grado). UVA, Valladolid. Piñero, M. A. C., Pulido, J. R., & Falcón, J. A. A. (2017). El enfoque competencial educativo en el contexto europeo. El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación, 26, 62-76. San Juan, I. (2014). La didáctica de las ciencias experimentales en educación primaria. Una propuesta de intervención. (Trabajo fin de grado). UVA, Valladolid. Sharp, J., Peacock, G., Johnsey, R., Simon, S., Smith, R., Cross, A., & Harris, D. (2017). Primary science: Teaching theory and practice. Learning Matters. Toma, R. B. & Greca, I. M. (2015). Enseñanza de las ciencias naturales a través de la metodología de indagación: un estudio de las unidades didácticas elaboradas por el alumnado del grado en maestro de educación primaria. Proceedings del V Encuentro Iberoamericano sobre Investigación en Enseñanza de las Ciencias, Burgos. Torres Salas, M. I. (2010). La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas. Revista Electrónica Educare, 14(1), 131-142. UNESCO (1996). La educación encierra un tesoro. Madrid: Editorial Santillana. Weimer, A. A., Dowds, S. J. P., Fabricius, W. V., Schwanenflugel, P. J., & Suh, G. W. (2017). Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior. Journal of experimental child psychology, 154, 28-45. |
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Peer Pressure in Relation to Academic Achievement of Deviant StudentsK.Deepika & N.Prema
pp. 1931-1943 | Article Number: ijese.2017.127
Abstract This study was aimed to analyse the relationship between peer pressure and academic achievement of deviant students. Purposive random sampling method was used to study the deviant student’s behavioural factor. The sample was drawn from the population of 7546 students. There are 145 deviant students were taken as sample from classes VI to XII about 2% of the entire population of the school. The result revealed that there is no significant difference between male and female with respect to peer pressure and academic achievement. Friend’s influence towards deviancy had privileged in the age group of 16-18 than in other younger age groups. There is a negative correlation exists between peer pressure and academic achievement and this study reveals that peer pressure plays a vital role in lowering of achievement in academics. Keywords: Peer pressure, deviant students, academic achievement References Alexander KL, Entwisle DR, Kabbani NS. The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record. 2001;103(5):760–822. Allison PD. Missing data. Sage publications; Thousand Oaks, CA: 2001. Aloise-Young PA, Graham JW, Hansen WB. Peer influence on smoking initiation during early adolescence: A comparison of group members and group outsiders. Journal of Applied Psychology. 1994;79(2):281–287. [PubMed] Alspaugh JW. Achievement loss associated with the transition to middle school and high school. Journal of Educational Research. 1998;92(1):20–25. Altermatt ER, Pomerantz EM. The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology. 2003;95(1):111–123. Altermatt ER, Pomerantz EM. The implications of having high-achieving versus low-achieving friends: A longitudinal analysis. Social Development. 2005;14(1):61–81. Appleton JJ, Christenson SL, Furlong MJ. Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools. 2008;45(5):369–386. Bandura A. Social cognitive theory. In: Vasta R, editor. Annals of child development: Vol. 6. Six theories of child development. JAI Press; Greenwich, CT: 1989. pp. 1–60. Barber BK, Olsen JA. Assessing the transitions to middle and high school. Journal of Adolescent Research. 2004;19(1):3–30. Barber BL, Stone MR, Hunt JE, Eccles JS. Benefits of activity participation: The roles of identity affirmation and peer group norm sharing. In: Mahoney JL, Larson RW, Eccles JS, editors. Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Lawrence Erlbaum Associates Publishers; Mahwah: 2005. pp. 185–210. Battin-Pearson S, Newcomb MD, Abbott RD, Hill KG, Catalano RF, Hawkins JD. Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology. 2000;92(3):568–582. Berndt TJ, Keefe K. Friends’ influence on adolescents’ adjustment to school. Child Development. 1995;66(5):1312–1329. [PubMed] Berndt TJ, Laychak AE, Park K. Friends’ influence on adolescents’ academic achievement motivation: An experimental study. Journal of Educational Psychology. 1990;82(4):664–670. Buchmann C, Dalton B. Interpersonal influences and educational aspirations in 12 countries: The importance of institutional context. Sociology of Education. 2002;75(2):99–122. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. Erlbaum; Hillsdale, NJ: 1988. Festinger L. A theory of social comparison processes. Human Relations. 1954;7:117–140. Finn JD. Withdrawing from school. Review of Educational Research. 1989;59(2):117–142. Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 2004;74(1):59–109. Furman W. Children's friendships. In: Field TM, editor. Review of human development. Wiley; New York: 1982. pp. 327–339. Hartup WW. The company they keep: Friendships and their developmental significance. Child Development. 1996;67(1):1–13. [PubMed] Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283.[PubMed] Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283 Kandel DB. Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology. 1978;84(2):427–436. Kerr M, Stattin H. What parents know, how they know it, and several forms of adolescent adjustment: Further support for a reinterpretation of monitoring. Developmental Psychology. 2000;36:366–380.[PubMed] Lahaderne HM, Jackson PW. Withdrawal in the classroom: A note on some educational correlates of social desirability among school children. Journal of Educational Psychology. 1970;61(2):97–101. Lahey BB, Van Hulle CA, D'Onofrio BM, Rodgers JL, Waldman ID. Is parental knowledge of their adolescent offspring's whereabouts and peer associations spuriously associated with offspring delinquency? Journal of Abnormal Child Psychology. 2008;36(6):807–823. [PubMed] Larson RW, Richards MH. Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development. 1991;62(2):284–300. [PubMed] Lockwood P, Kunda Z. Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology. 1997;73(1):91–103. Marie-Hélène Véronneau and Thomas J. DishionMiddle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis J Early Adolesc. 2011 Feb 1; 31(1): 99–124. Muthén BO, Khoo S-T. Longitudinal studies of achievement growth using latent variable modeling. Learning and Individual Differences. 1998;10(2):73–101. Patterson GR, Reid JB, Dishion TJ. Antisocial boys. Castalia; Eugene, OR: 1992. Piaget J. In: La Naissance de l'intelligence chez l'enfant [Origin of intelligence in the child] Neuvième, editor. Delachaux et Niestlé; Paris: 1977. Poulin F, Dishion TJ, Haas E. The peer influence paradox: Friendship quality and deviancy training within male adolescent friendships. Merrill-Palmer Quarterly. 1999;45(1):42–61. Prinstein MJ, Wang SS. False consensus and adolescent peer contagion: Examining discrepancies between perceptions and actual reported levels of friends’ deviant and health risk behaviors. Journal of Abnormal Child Psychology. 2005;33(3):293–306. [PubMed] Reitz E, Dekovic M, Meijer AM, Engels RCME. Longitudinal relations among parenting, best friends, and early adolescent problem behavior: Testing bidirectional effects. The Journal of Early Adolescence. 2006;26(3):272–295. Rose AJ, Rudolph KD. A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin. 2006;132(1):98–131. [PMC free article] [PubMed] Rubin KH, Bukowski W, Parker JG. Peer interactions, relationships, and groups. In: Damon W, editor. Handbook of child psychology: Vol. 3. Social, emotional, and personality development. 5th ed. Wiley; New York: 1998. pp. 619–700. Ryan AM. The peer group as a context for the development of young adolescent motivation and achievement. Child Development. 2001;72(4):1135–1150. [PubMed] Uzezi, J. G. , & Deya, G. D. (2017). Relationship between Peer Group Influence and Students’ Academic Achievement in Chemistry at Secondary School Level. American Journal of Educational Research, 5(4), 350-356. Vitaro F, Brendgen M, Wanner B. Patterns of affiliation with delinquent friends during late childhood and early adolescence: Correlates and consequences. Social Development. 2005;14(1):82–108. Voydanoff P, Donnelly BW. Risk and protective factors for psychological adjustment and grades among adolescents. Journal of Family Issues. 1999;20(3):328–349. Wentzel KR. Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology. 1993;85(2):357–364. Wentzel KR. Peer relationships, motivation, and academic performance at school. In: Elliot AJ, Dweck CS, editors. Handbook of competence and motivation. Guilford; New York: 2005. pp. 279–296. Woolley ME, Kol KL, Bowen GL. The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. Journal of Early Adolescence. 2009;29(1):43–70. |
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The Implementation of E-Learning Model in Science Class to Enhance Learning Achievement and Learning Motivation of Students with Physical DisabilityAbdul Hadis & B. Nurhayati
pp. 1945-1958 | Article Number: ijese.2017.128
Abstract Applied e-learning model in science class attended by special need students (physical disability) is an innovation, new creation, and new reflection in instruction natural science. This research aims to know the effectivity of model applied e-learning, based on the domain used in learning process. It also analyzes the need, the input characteristic of Special Need Students-Physical Disability. The subject of this study are the students of special senior high school. The result of this research shows that (1) implementing e-learning model in Science class for special need students can increase learning motivation of special need students, and (2) implementing e-learning model in Science class can increase learning achievement of special need students. Keywords: e-learning, science class, blended learning, physical disability, special school References Department of National Education of Republic of Indonesia, 2003. RI Law 20/2003. Sistem Pendidikan Nasional. Jakarta: Department of National Education of Republic of Indonesia. Department of National Education, 2007. Regulation of Department of National Education No.14/2007. Tentang Standar Proses Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Department of National Education. Dick and Carey. 2005. The Systematic Design of Instructional 4thEd. New York: Harper Collins Publishers. Directorate of PSMA, 2013. Pembelajaran Berbasis Kompetensi Mata Pelajaran Bahasa Indonesia Melalui Pendekatan Saintifik. Jakarta: Directorate General of Secondary Education. Franklin. 2015. Building Project Management Capability through Competency Assessment. Accessed on 25 May 2015. Gagne R.M, Wager, Walter W., Golas, Katharine,. Kelles John M. 2011. Principles of Instructional Design. New York: Thomson Learning, Inc. Gagne, R.M, 1988. Principle of Instructional Design. New York: Holt, Renehart and Wiston, Inc. Kemp. 2001. The Instructional Design Proses. New York: Harper & Roe. Publsh. Law. Education of RI, 2013. Number 20/2013 Tentang Sistem Pendidikan Nasional. Jakarta: Department of Culture and Education. Patricia L. Smith, Ragam J. Tilman, 2005. Instructional Design, Third Edition, Oklahoma: John Wiley & Sons, Inc. Seels Barbara B. and Rita C., Richey. 2011. Instructional Technology: The Definition and Domain of the Field; Translated by Dewi SP, R. Raharjo, Yusufhadi Miarso. Jakarta: IPTPI and LPTK. Sidik, Darlan. 2012. Pengembangan Model Pembelajaran Elektronika Bagi Mahasiswa Program D3 Pendidikan Elektronika FT UNM. Dissertation. PPS UNJ: Unpublished. Suparman, Atwi. 2012. Desain Instruksional Modern: Panduan Para Pengajardan Inovator Pendidikan. Jakarta: Erlangga Publisher. Sujimat, Dwi Agus. 2014. Perencanaan Pembelajaran Kejuruan: Kajian Empirik Dikembangkan Sesuai Inovasi Kurikulum 2013 Untuk Pembelajaran Abad XXI. Malang: UM Press. Thomson, J. F. 2012. Fundation of Vacational Education: Social and Philosophical Concept. New Jersey: Prentice Hall Inc. |
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An Innovative Approach to Teaching Master of Public Health Candidates the Complexities of Environmental HealthTelisa M. Stewart, Virginia Young, Mary O'Reilly & Margaret Formica
pp. 1959-1970 | Article Number: ijese.2017.129
Abstract Environmental disasters and their prevention have generated a large demand for trained public health professionals in environmental health. Team based learning (TBL) and problem based learning (PBL) are essential to develop public health practitioners’ critical thinking skills. A graduate level introductory environmental science course was designed to cover 15 environmental domains reinforced by six TBL and PBL assignments. We conclude that PBL and TBL are innovative approaches in helping students meet the core competencies for the environmental components of a master of public health. This course structure and approach could be successfully implemented in other classes. Keywords: Public Health education, Team based learning (TBL), Problem based learning (PBL) References Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52–81. American Public Health Association. (2016). No Title. Baker, E. L., & Koplan, J. P. (2002). Strengthening the nation’s public health infrastructure: historic challenge, unprecedented opportunity. Health Affairs (Project Hope), 21(6), 15–27. Council on Education for Public Health. (n.d.). Accrediation Criteria Public Health Programs. Crawford, C. A. G., Summerfelt, W. T., Roy, K., Chen, Z. A., Meltzer, D. O., & Thacker, S. B. (2009). Perspectives on public health workforce research. Journal of Public Health Management and Practice : JPHMP, 15(6 Suppl), S5–S15. doi:10.1097/PHH.0b013e3181bdff7d Dolmans, D., Michaelsen, L., Van Merri Nboer, J., & Van Der Vleuten, C. (2015). Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!. Medical teacher, 37(4), 354-359. doi:10.3109/0142159X.2014.948828 Google. (n.d.). Google Maps. Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25(3-4), 303. Jones, R. W. (2006). Problem-based learning: description, advantages, disadvantages, scenarios and facilitation. Anaesthesia and Intensive Care, 34(4), 485. Koplan, J. P. & Fleming, D. W. (2000). Current and Future Public Health Challenges. JAMA, 284(13), 1696-1698. doi:10.1001/jama.284.13.1696 Michaelsen, L., Davidson, N., & Major, C. H. (2014). Team-based learning practices and principles in comparison with cooperative learning and problem-based learning. Journal on Excellence in College Teaching, 25(3-4), 57–84. Mumford, K., Young, A. C., & Nawaz, S. (2016). Federal Public Health Workforce Development: An Evidence-Based Approach for Defining Competencies. Journal of Public Health Management and Practice : JPHMP, 22(3), 290–7. doi:10.1097/PHH.0000000000000205 National Institutes of Health. (2002). Tox Town. Neville, A. J. (2009). Problem-based learning and medical education forty years on. A review of its effects on knowledge and clinical performance. Medical Principles and Practice : International Journal of the Kuwait University, Health Science Centre, 18(1), 1–9. doi:10.1159/000163038 Polyzois, I., Claffey, N., & Mattheos, N. (2010). Problem‐based learning in academic health education. A systematic literature review. European Journal of Dental Education, 14(1), 55–64. Ryan, B. J., Franklin, R. C., Burkle, F. M., Watt, K., Aitken, P., Smith, E. C., & Leggat, P. (2016). Defining, Describing, and Categorizing Public Health Infrastructure Priorities for Tropical Cyclone, Flood, Storm, Tornado, and Tsunami-Related Disasters. Disaster Medicine and Public Health Preparedness, 1–13. doi:10.1017/dmp.2016.3 Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 3. The World Bank. (n.d.). The World Bank. Tilson, H., & Gebbie, K. M. (2004). The Public Health Workforce. http://dx.doi.org/10.1146/annurev.publhealth.25.102802.124357 U.S. Enviromental Protection Agency. (n.d.). EJSCREEN: Environmental Justice Screening and Mapping Tool. World Health Organization. (n.d.). WHO | World Health Organization. |
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Two-Stage Data Envelopment Analysis (DEA) for Measuring the Efficiency of Elementary Schools in IndonesiaSiti Fatimah & Umi Mahmudah
pp. 1971-1987 | Article Number: ijese.2017.130
Abstract Data Envelopment Analysis (DEA) is the most popular method for efficiency measurement of decision making units (DMUs). DEA compares several homogeneous DMUs based on a number of input and output variables. The main purpose of this study is to measure the performance efficiency of elementary schools in Indonesia in the period 2014/2015 by applying two-stage DEA method. The first step is to calculate the scores of efficiency by using DEA approach while the second step uses econometric approach to analyze the impact of environmental variables on the school efficiency. In order to obtain efficiency scores, as many as 34 provinces in Indonesia are defined as DMUs by using six inputs and three outputs. The results reveal that VRS model of DEA produces better results than CRS model in the first stage for measuring the performance efficiency of elementary school in Indonesia. Furthermore, there are 12 provinces in Indonesia with efficient elementary schools on CRS model, whereas there are 17 provinces with elementary schools perform efficiently on VRS model. Moreover, there are three environmental variables significantly influence the efficiency of elementary school in Indonesia; the repetition rate, the average of science of national exam and the qualified teachers’ rate. Keywords: school efficiency, two-stage DEA, robust regression References Abbott, M., & Doucouliagos, C. (2003). The Efficiency of Australian Universities: A Data Envelopment Analysis. Economics of Education Review, 22(1), 89-97. Agha, S.R., Kuhail, I., Abdelnabi, N., Salem, M. & Ghanim, A. (2011). Assessment of Academic Deparments Efficiency Using Data Envelopment Analysis. Journal of Industrial and Management, 4(2), 301-325. Alexander, W.R.J., Haug, A.A. & Jaforullah, M. (2010). A Two-stage Double-bootstrap Data envelopment Analysis of Efficiency Differences of New Zealand Secondary Schools.Journal of Productivity Analysis, 34(2), 99-110. Atici, K.B.& Gulpinar, N. (2016). Robust DEA Approach to Performance Evaluation of Olive Oil Production under Uncertainty. In Robustness Analysis in Decision Aiding, Optimizing and Analytics, International Series in Operational Research and Management Science 241, edited by Doumposs, D. and Zopounidis, C and Grigoroudis, E. Springer Switzerland. Banker, R.D., Charnes, A., & Cooper, W.W. (1984). Some Models for Estimating Technical and Scale Inefficiencies in Data Envelopment Analysis. Management Science, 30(9), 1078-1092. Banker, R.D. & Natarajan, R. (2008). Evaluating Contextual Variables Affecting Productivity Using Data Envelopment Analysis. Operations Research, 58 (1), 48-58. Borge, L.E. & Naper, L.R. (2005). Efficiency Potential and Efficiency Variation in Norwegian Lower Secondary Schools. Working Paper Series No 12/2005 Department of Economics, Norwegian University of Science and Technology, Trondheim, Norway. http://www.diva-portal.org/smash/get/diva2:126049/FULLTEXT01.pdf Carrington, R., Coelli, T.J., & Rao, D.S.P. (2005). The Performance of Australian Universities: Conceptual Issues and Preliminary Results. Australian Economic Papers, 24, 145-163. Charnes, A., Cooper, W.W., & Rhodes, E. (1978). Measuring the Efficiency of Decision Making Units. European Journal of Operational Research, 2, 429-444. Department of Education and Sports of the Republik of Indonesia. (2014). Kualitas Pendidikan Indonesia Rangking 69 Tingkat Dunia, http://disdikpora.palangkaraya.go.id/berita-160-kualitas-pendidikan-indonesia-ranking-69-tingkat-dunia.html. Accessed on 22 October 2016. Demir, E. (2014). A Comparison of Classical and Fuzzy Data Envelopment Analysis in Measuring and Evaluating School Activities. Turkish Journal of Fuzzy Systems 5(1), 37-58. Duguleana, L. & Duguleana, C. (2015). Data Envelopment Analysis for the Efficiency of Academic Departments. Bulletin of the Transilvania University of Brasov, 8(57), 453-468. Http://bsnp-indonesia.org/ Indonesia’s Coordinator of Private Universities. (2013). Kemampuan Matematika dan Sains di Urutan ke 64 dari 65 Negara, http://www.kopertis12.or.id/2013/12/05/skor-pisa-posisi-indonesia-nyaris-jadi-juru-kunci.html. Accessed on 22 October 2016. Kecek, G. & Demirag, F. (2016). Measurement of the Relative Efficiency of the Primary Schools in Kutahya by Data Envelopment Analysis. International Journal of Business and Social Science, 7(4), 265-276. Kong, W.H. & Fu, T.T. (2012). Assessing the Performance of Business Colleges in Taiwan using Data Envelopment Analysis and Student Based Value-Added Performance Indicators. Omega, 40, 541-549. Melville, L, McMillan, & Debasish, D. (1998). The Relative Efficiencies of Canadian Universities: A DEA Perspective. Canadian Public Policy, 24 (4), 485-511. Mikusova, P. (2015). An Application of DEA Methodology in Efficiency Measurement of the Czech Public Universities. Procedia Economics and Finance, 25, 569-578. Ministry of Education and Culture of the Republic of Indonesia. (2016). Petunjuk Pelaksanaan Penjaminan Mutu Pendidikan oleh Satuan Pendidikan. http://pmp.dikdasmen.kemdikbud.go.id/files/docs/03.pdf. Accessed on 22 October 2016. Ministry of Education and Culture of the Rebpublic of Indonesia. (2015). Statistik Sekolah Dasar (SD) 2014/2015. http://publikasi.data.kemdikbud.go.id/uploadDir/isi_6258FADE-7AA4-49D7-9626-AD2A921A3013_.pdf. Accessed on 22 October 2016. National Education Standards Agency. (2016).http://bsnp-indonesia.org/?page_id=245. Accessed on 22 October 2016. Nazarko, J. & Saparauskas, J. (2014). Application of DEA Method in Efficiency Evaluation of Public Higher Education Institutions. Technological and Economic Development of Economic, 20(1), 25-44. Primary Education of Bantul District.(2014).Gawat Darurat Pendidikan di Indonesia. http://dikdas.bantulkab.go.id/filestorage/berkas/2014/12/Paparan%20Menteri%20-%20Kadisdik%20141201%20-%20Low%20v.0.pdf. Accessed on 22 October 2016. Ray, S.C. (1991). Resource-Use Efficiency in Public School: A Study Connecticut Data. Management Science, 37 (12), 1620-1628. Rhodes, E. & Southwick, L. (1986). Determinants of Efficiency in Public and Private Universities. Department of Economics, University of South Carolina. Sarrico, & CYR Dyson. (2000). Using DEA for Planning in UK Universities: an instutional perspective. Journal of the Operational Research Society, 51 (7), 789-800. Simar, L. & Wilson, P.W. (2007). Estimation and Inference in Two-stage, Semi-Parametric Models of Production Processes. Journal of Econometrics, 136, 31-64. Thanassoulis E., Dyson, R.G. & Foster, M.J. (1987). Relative Efficiency Assessments Using Data Envelopment Analysis: An Application to Data on Rates Departments. Journal of Operational Research, 38, 397-412. Yawe, B.L. (2014). Technical Efficiency and Productivity of Primary Schools in Uganda. African Economic Research Consortium (AERC) Research Paper 277, Zhang, Liang-Cheng. (2010). Measuring Elementary School Efficiency in Taipei, Taiwan: Two-Stage Data Envelopment Analysis. Paper presented at the 35th American Education Finance Association Annual Conference on March 18-20th, 2010, Richmond, VA. |
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Developing Instruments using CIPP Evaluation Model in the Implementation of Portfolio Assessment in Science LearningFeni Kurnia, Dadan Rosana, Supahar
pp. 1989-1998 | Article Number: ijese.2017.131
Abstract Тhe aim of this study is to develop an instrument of evaluation constructed using the CIPP model in the implementation of portfolio in science learning. Тхис study used research and development (R&D) method, adapting 4-D development model integrated with the development of non-test instruments. The subjects of this study were science teachers and 8th grade students of Junior High School in Yogyakarta. The validity test was analyzed by using V'aikens formula. Reliability is analyzed by using Interclass Correlation Coefficient (ICC) technique.Тhe results of this study shows the instrument is valid. The Aiken’s V coefficient ranged from 0.900 to 1.00. The Cronbach’s Alpha coefficient is above 0.800 so the instrument is considered reliable. The practicality was obtained in a very practical category.Тhe instrument of evaluation used to evaluate the implementation of portfolio assessment and the results shows that the implementation of portfolio assessment in Junior High Schools in Yogyakarta is in a good category. Keywords: evaluation instrument, CIPP model, portfolio assessment References Aiken, L.R. (1985). Three Coefficiens for Analyzing the Reliability and Validity of Rating. Educational and Psychological Measurement, 45, 131-145 Ali, I. (2014). Prospective Teachers’ Attitudes Towards the Use of Portfolio. Journal of Education and Practice, 5, 17-24 Arikunto, S. & Jabar (2014). Evaluasi Program Pendidikan Pedoman Teoritis Praktis Bagi Mahasiswa dan Praktisi Pendidikan Edisi Kedua. Jakarta: Bumi Aksara Bailin, S. (2002). Critical Thinking and Science Education. Science & Education, 11, 361-375 Bailin, S. (2002). Critical Thinking and Science Education. Science & Education, 11, 361-375. Esmiyati. (2016). Pengembangan Penilaian Portofolio dalam Pembelajaran IPA Berbasis Masalah untuk Mengukur Keterampilan Berpikir Kritis Tema Tekanan. Tesis master, tidak diterbitkan, Universitas Negeri Yogyakarta Gliem, J. A & Gliem, R. R. (2003). Calculating, Intepreting, and Reporting Cronbach’s Alpha Reliability Coefficient for Likert-Type Scales. Midwest Research to Practice Conference in Adult, Continuing, and Community Education. Huei-Mei Wei, Lung-Hsing Kuo, Hsueh-Chih Lin, & Hung-Jeng Yang. (2000). Evaluating Innovation by CIPP Model. Recent Advances in Communication, Circuit, and Technological Innovation. National Kaohsiung Normal University Kaur, C. & Samad, A.A. (2013). The Use of Portfolio as an Assessment Tool in the Malaysian L2 Classroom. International Journal of English Language Education, 1, 94-108 Kurnia, F., Rosana, D., Supahar. (2017). Developing evaluation instrument based on CIPP Models on the Implementation of Portfolio Assessment. AIP Conference Proceedings 1868, 080003 (2017); doi: 10.1063/1.4995187 Lynn, M. R. (1985). Determination and Quantification of Content Validity. Nursing Research, -, 382. Mardapi, D. (2008) Teknik Penyusunan Instrumen Tes dan Nontes. Yogyakarta: Mohebbi, N., Akhlaghi, F., Yarmohammadian, M. H., & Khoshgam, M. (2011). Application of CIPP model for evaluating the medical records education course at master of science level at Iranian medical sciences universities. Procedia - Social and Behavioral Sciences, 15, 3286–3290. https://doi.org/10.1016/j.sbspro.2011.04.287 Msila, V., & Setlhako, A. (2013). Evaluation of Programs: Reading Carol H. Weiss. Universal Journal of Educational Research, 1(4), 323–327. https://doi.org/10.13189/ujer.2013.010408 Pantiwati, Yuni. (2013). Authentic Assessment for Improving Cognitive Skill, Critical0Creative Thinking and Meta-Cognitive Awareness. Journal of Education and Practive. Vol. 4 No. 14. ISSN 2222-1735 Rakayani, N.K.T.S., Asri, I.G.A.A.S., & Suara, I.M. (2015). Pengaruh Pendekatan Saintifik Berbasis Asesmen Portofolio terhadap Hasil Belajar Pkn Ditinjau dari Kecenderungan Bernalar pada Siswa Kelas IV SD Negeri 2 Ubung Kecamatan Denpasar Utara. E-Journal PGSD niversitas Pendidikan Ganesha, 3, 1-10. Republik Indonesia. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 104 Tahun 2014 tentang Penilaian Hasil Belajar oleh Pendidik pada Pendidikan Dasar dan Pendidikan Menengah Republik Indonesia. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 23 Tahun 2016 tentang Standar Pendidikan. Thiagarajan, S., Semmel, D.S. & Semmel, M.I. 1974. Instructional Development for Training Teachers of Exceptional Children. Indiana: Indiana University Bloomington. Warju. (2016). Educational Program Evaluation using CIPP Model. Innovation of Vocational Technology Education. Invotec XII:1, 36-42 Wiggins, Grant. (1990). The Case for Authentic Assessment. Practical Assessment, Reseacrh & Evaluation, 2(2) Wilujeng, I., Setiawan, A., & Liliasari. (2010). Kompetensi IPA Terintegrasi melalui Pendekatan Keterampilan Proses Mahasiswa S-1 Pendidikan IPA. Cakrawala Pendidikan, 3, 353-364. Zhang, S. (2009). Has Portfolio Assessment Become Common Practice in EFL Classrooms? Empirical Studies from China. English Language Teaching, 2, 99-118. |
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