World Journal of Education
ISSN / EISSN : 1925-0746 / 1925-0754
Published by: Sciedu Press (10.5430)
Total articles ≅ 699
Latest articles in this journal
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n4p1
The present study examined the level of outcome satisfaction of two main engineering courses taken by students in the Architectural Engineering department (AE) by evaluating the students’ satisfaction result (SR), the attained level of the students’ opinions (SO), and the instructors’ opinions (IO). The AE program in United Arab Emirates University is one of the departments in the College of Engineering accredited by the Engineering Accreditation Commission of ABET which provides assurance that a College or University program meets the quality standards of the profession for which that program prepares graduates. The AE program offers a wide range of engineering courses at different levels from sophomore level to senior level. All the engineering courses are mainly prerequisites to the Capstone Engineering Design Project which builds on the outcomes of all courses to perform detailed design and cost estimates of the selected alternative solutions to a well-defined engineering problem. The two courses considered in this study are Building Electrical Circuits and Building Acoustics and Lighting. New assessment parameters which are the student course outcome satisfaction coefficient (SCOSC) and the mean absolute deviation around a central point (AMD) have been introduced in this paper. These two parameters are calculated based on the comparison of the students’ satisfaction results with both students’ opinions and insructors’ opinions, and compare the mean absolute deviations of the students’ direct results with the students’ opinions and the instructors’ opinions, respectively. Indeed, the course learning outcomes (CLOs) of the SR of some sections for both courses show higher attainment compared with the SO and IO.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n4p9
This study aimed to determine the perceptions of students who learn Turkish as a foreign language towards "writing in Turkish." The study was conducted using the phenomenology pattern, one of the qualitative research methods. The study sample consisted of one hundred seventy-five (175) students who were from two state universities in Turkey and learned Turkish as a foreign language in the 2019-2020 academic year. The study data were collected using an online form, and the participant students were asked to complete the statement in the form as follows: "Writing in Turkish is like ……, because ……………". As a result of the research, the students generated one hundred and eleven (111) valid metaphors about "writing in Turkish." Ninety (90) of them were positive, and 21 were negative. The categories with the highest number of positive responses were as follows: "Writing in Turkish: an Enjoyable Task" (n: 20), "Writing in Turkish: an Improving Task" (n: 17), "Writing in Turkish: a Similar Task" (n: 13) and "Writing in Turkish: an Achievable Task" (n: 12). The category with the most negative responses was the "Writing in Turkish: a Difficult Task" (n: 12).
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n4p45
In this work, it was intended to investigate the exam anxiety of 12th grade students doing and not doing sports in high schools in Düzce. Exams might be a compelling process that creates excitement and stress. All student experiences the impacts of anxiety in different manners during the exam period. Experiencing a level of anxiety affects exam performance, and this reveals exam anxiety as a problem. In this study, it is going to be examined whether exam anxiety distinct among 12th grade students who do sports and those do not. A total of 400 students including 200 who do sports and 200 who do not were applied to the "Test Anxiety Inventory". SPSS 21 was used for statistical analysis of the data. In this research, exam anxiety levels of 12th grade students who do sports ad who do not in high schools in Düzce were analyzed and interpreted according to different variables. In consequence of the analysis performed in terms of variables such as doing sports, gender, sportive experiences; it was concluded that the anxiety level of the female students who have been doing sports for 3-4 years is higher compared to the male students do not sports and have been doing sports for 5 years or more.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n4p31
The purpose of this research was to develop a pre-service teachers model in educational institutions of students in the field of physical education, Faculty of Education, a four-year program, using EDFR (Ethnographic Delphi Futures Research) techniques and focus group teaching techniques conducted by 18 experts and 12 group discussion participants with knowledge and abilities and acting as supervisors, mentors, and heads of professional experience training. The research instruments consisted of a semi-structured interview, questionnaires and group discussion guides. The statistics used in the research were median, mode and interquartile range. The results showed that the development of pre-service teachers in a four-year physical education program consisted of four themes: (a) management of the Faculty of Education, significant in the four-year format, 25 management; (b) organizing the courses, significant in the four-year format and 38 course arrangements; (c) development of students’ competency, significant in the four-year format and development of the 22 competencies; and (d) assessment and feedback, significant in the four-year format and 22-character assessment and feedback.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n4p18
Students with disabilities, especially those with Autism Spectrum Disorder, are more likely to display problem behaviors in the classroom for a variety of reasons. Applied Behavior Analysis is one of the most effective practices for managing such behaviors. This study aims to examine special education teachers’ perspectives of behavior management strategies such as those of ABA in Saudi Arabia. Five special education teachers teaching students with autism in Saudi Arabia were interviewed to ascertain their perspectives on behavior management strategies and Applied Behavior Analysis practices. This qualitative study investigated the challenges they faced coping with students with autism exhibiting problem behaviors and their understanding of the most common strategies used for behavior management. Finally, the study discusses the understanding of one of the most effective evidence-based practices—Applied Behavior Analysis—and the insight it provides into in-service teacher support programs from the teachers’ perspectives. Implications and directions for future research are provided as well.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n3p1
The purpose of this study is twofold: (a) to assess the perceived relevance of the Seven Timeless Principles and guidelines posited by Gregory (1886) for current educators and educators-in-training and (b) to develop and pilot test the instrument needed to accomplish the former. The “Rules for Teachers” Gregory attributes to each of these laws were used as guidelines to develop an assessment instrument. Eighty-four educators and future educators across three universities participated in an online survey using a 4-point Likert scale to evaluate the consistency of Gregory’s guidelines with modern best-teaching practices. Responses were framed within the Timeless Principles, providing a measure of pedagogical universality. Total mean scores for all principles and guidelines were greater than 3.0, suggesting that Gregory had indeed identified foundational principles of teaching and learning that maintain relevance across academic disciplines and in a variety of settings in which learning occurs.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n3p30
Issues concerning learning during educational disruption due to the Covid-19 pandemic have been the subject of many excellent journalistic accounts, but there has not been much scholarly output addressing the experience. The need to maintain social distance poses a significant challenge to the international communities particularly between populations, educators and students. Though elicited by COVID-19 pandemic, the focal point of this challenge remains how to offer learning opportunities to students while stakeholders make efforts to contain an awfully virulent pandemic. In Europe and elsewhere, technology has helped with distance learning; assisting individuals on the margins of society and those in formal economy to achieve learning objectives despite a compulsory social distance regime. In other areas of the world such as Africa, correlation between technology and affordability has become a new frontier for continuing education. Encumbrances brought about by COVID-19 have deeply subverted education, state security, sociopolitical stability and economic development, which in turn create or preserve untoward anomaly. In this light, Africa has become the ground zero of disorientation where disorganized criminal groups fester due to poor education and fewer opportunities. The article examines the effect of COVID-19 in the continuing tertiary education relations and concludes that while blended learning is conceivable in Nigeria, rural schools might not benefit from the programme due to truncated development in communication and low level of technology. The use of affordable Internet Radio is thus, recommended for Nigeria.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n3p11
In the present study, the purpose was to investigate the life satisfaction levels of Turkish EFL (English as a foreign language) teachers in terms of several variables. The general survey method was used in the study. The life satisfaction scale, which was developed by Diener, Emmons, Larsen, and Griffin (1985), adapted into Turkish by Dağlı and Baysal (2016), was used to collect the data in the study. The data were collected through the internet from the teachers who taught English as a foreign language between January and March 2021. The software SPSS 24 version was used for the data analyses along with Spearman Correlation Coefficient, Kruskal-Wallis Test, and Mann Whitney U-Test. According to the results of the study, it was found that the life satisfaction levels increased in favor of female teachers in terms of the gender variable and in favor of married teachers according to the marital status variable; additionally, was found to increase in favor of those who received support from administrators and colleagues when it comes to the support received from administrators and colleagues. In the same way, life satisfaction levels were found to increase as age increased and in favor of those who considered themselves at upper-income level economically.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n3p60
In recent years a new culture of online interactivity and pedagogic management through learning management systems has been gradually acquiring force, in addition to the traditional culture of face-to-face interactions as well as use of other media. Although much research work has been done in recent years on the significance of parent involvement in the educational process, no thorough research has been conducted on the effect of exposure to learning management systems that offer students and their parents maximal transparency of the educational environment, including the level of communication between the student’s parents and the teaching staff and their level of involvement in the educational process, particularly in the current period during the outbreak of the coronavirus crisis that has forced the educational system and other routine systems to switch to an online sphere against their will. The current work examined the effect of assimilating an online learning management system, the Mashov system (a Hebrew acronym for immediacy, transparency, and monitoring) on parent involvement in their children’s educational process. The significance of the research topic is particularly evident in these uncertain times, when the traditional learning environment is being compelled to make way for distance learning due to the outbreak of the coronavirus crisis, assisted by learning management systems and primarily the Mashov system. Therefore, there is room to enhance research in this field throughout the crisis and, once it is over, in further valuable studies.
World Journal of Education, Volume 11; https://doi.org/10.5430/wje.v11n3p18
In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.