Active Learning Improves Academic Achievement and Learning Retention in K-12 Settings: A Meta-Analysis
Effectiveness of Layered Curriculum: A Mixed-Meta Research Synthesis
Mobile Assisted Language Learning of Students: A Qualitative Meta-Synthesis by ENTREQ Statement
A Systematic Review Study on Online Distance Teacher Education
Reflective Journals and Pre-Service Teacher Education and NEP-2020: A Critical Analysis
A Study Of Health Education And Its Needs For Elementary School Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Locus of Control in School Students and its Relationship with Academic Achievement
Spatial Distribution of Government Primary and Secondary Schools and the Free and Compulsory Education Policy in Akwa Ibom State, Nigeria
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
The purpose of this Mixed Methods study is to conduct a full quantitative and qualitative research methods on a hypothetical K-12 Alternative Education program, wherein ten students have had poor grades and are at-risk of withdrawing. Within a six-part action plan on the quantitative side, students were tested twice, before and after a two-paired sample t-test in their 9th grade year. On the qualitative side, students were evaluated on their Electronic Portfolios (e-Portfolios). Results were triangulated by Concurrent Design. Despite the results of the quantitative research, the collaborative efforts of the students’ e-Portfolios showed that students worked-well collaboratively and the Action Research Framework encompassed well both the t-test and the e-Portfolios. Future research is still needed on the same group of students in other subject areas of the course work.
This study attempts to answer the questions on whether the number and spatial distribution of available state owned primary and secondary schools in Akwa Ibom state, Nigeria can actually support the government policy of free and compulsory education in the state. The study examined the relationship between the available public schools and population as well as land area. The causality of the establishment and distribution of public primary and secondary schools were equally investigated. The result of this investigation reveals that though there is linear correlation between land area and number of public schools, and between population and number of public schools, yet neither land area nor population is the cause of establishing public schools in the state. Statistics reveals that the number of available public schools cannot make the free and compulsory education policy attainable, since private schools outnumber public schools. More public schools, which should be evenly distributed based on land area and population are needed for the policy to succeed. This is very necessary, since there is no better investment for any society than training the children and the youth.
Web 2.0 is a revolutionary technology operates Facebook, WhatsApp, LinkedIn, Twitter, and Google+ and other social networks. The study aimed to explore the effects of individual and collaborative web 2.0 technologies on the learning performance and self-regulation of secondary school students over traditional approach of learning. One hundred ten participants assigned for non-web 2.0 group (n=40), individual web 2.0 group (n=40) and collaborative web 2.0 (n=30). Nonequivalent pretest post test quasi-experimental design used to conduct the experiment where samples were not randomly selected rather the whole class students were the participants of the study. Individual web 2.0 used Slideshare, Wiki, Whatsapp, and Youtube and Collaborative web 2.0 used the similar tools such as Slideshare, Wiki, Whatsapp, Youtube counted as the experimental class I and II, and conventional lecture was used in non-web 2.0 group or comparative group. Before and after instruction, self-regulatory learning test (Bhattacharjee and Jena, 2017a) and achievement test in tissue (Bhattacharjee and Jena, 2017b) used to collect the data. It resulted that collaborative and individual web 2.0 technology has significant effects on learning performance and self-regulation of learning over traditional approach of secondary school students in Silchar, India.
The fact that the future of a nation lies in the hands of its knowledgeable, technologically skilled, and civilized citizens is irrefutable. Secondary schools are primary centers for acquiring academic excellence as well as essential life skills. With each student being unique in his ability, learning styles, and social background, diverse experiences in secondary school helps students acquire lifelong utilizable Social Skills as a part of their schooling. Physics Education when suitably integrated with Information and Communication Technology (ICT) and constructive learning strategies is said to promote academic success, develop interpersonal and intrapersonal skills, and foster over-all well being of young adolescents. With this standpoint, the present study aims to investigate the main and interaction effects of instructional strategy named Collaborative Techno-Enhanced Anchored Instruction (CTEAI) and learning styles on social skills among Secondary School Pupils. Being an experimental study, the findings highlight that CTEAI is significantly more effective than traditional methods of instruction in developing social skills among secondary school students. This paper also provides educational implications which helps educationalists undertake initiatives for appropriate infusion of innovative teaching-learning strategies that further enhance the social skills of secondary school students.
This study has aimed to seek the perception of stakeholders (HMs, Teachers, and Parents) on quality of education in schools under Shiksha Vikash Samiti, Odisha with reference to the teaching learning practices. The Convergent-Parallel Design under Mixed Research Method has been followed for carrying out the study. The study is delimited to coastal Odisha, so the population of the study comprised all the stakeholders of such schools such as: HMs, Teachers, and Parents and Community Members. Tools used for data collection are interview schedule for Head Master/ Pradhan Acharyas; Questionnaire for teachers; and interview schedule for parents-cum-community members. The findings are: HMs reported globes, maps; charts, science kit, math kit, computers were used frequently in classroom teaching process. Majority of teachers (>60%) reported the same. Majority of parents (>60%) also reported aware of availability of globes, maps, charts, science and math kits, computers, and audio-visual instruments and majority of them (>65%) were satisfied with availability of these equipment. In case of 50% schools LCD projector were not at all used for teaching purpose and the same was agreed upon by the teachers. On the other hand, one-fourth of parents did not know about availability of computers and LCD projectors in the schools. Half of the parents (49.24%) under study reported that Teaching Learning Materials (TLM) corner was available and 69.23% from among them were satisfied with TLM corner. Majority of parents (72.73%) reported, group discussion was practiced in the schools. Half of these those (52.08%) reported group discussion was effective for their children. Majority (64.40%) of parents reported that the teachers used to write lesson diary. Out of these parents 76.47% reported that writing lesson diary had appositive effect on their children.
Primary School Teachers in Fiji are employed and supervised by the Ministry of Education and are expected to teach all subjects prescribed by the Ministry with necessary teacher qualification. The objectives of the study is to examine the current status of MKT for Primary School Mathematics Teachers in Fiji schools in terms of its components; Knowledge of Content and Students (KCS); Knowledge of Content and Teaching (KCT); Common Content Knowledge (CCK); and Specialized Content Knowledge (SCK), and to compare status of MKT (Mathematical Knowledge for Teaching) for primary schools teachers, with gender. The study engages descriptive survey with engagement of Stratified Random Sampling technique with sample size of 363 Primary School Teachers, from each stratus covering the four major Divisions; Northern, Central, Western, and Eastern and uses a test on MKT to gauge the levels of teachers' MKT and t-test analysis is used to analyse the data quantitatively. The relevance of the study is to give a sense of direction to the Ministry of Education in Fiji, on how to support primary school teachers with teaching and other related assistance, to bring about higher achievement in mathematics assessments, and more importantly, meaningful learning for students. Secondly, the study would allow the different teachers colleges dialogue on the notions of MKT and incorporate in mathematics education courses. The findings of the study are discussed in detail in the paper.
This study aims to find out whether there is any positive relationship among locus of control and academic achievement of High school students in Puducherry region from a study on 380 school students. Locus of control scale developed by Levenson (1973) was used to collect the data. Results revealed significant difference was not observed in internal, external, and chance locus of control among male and female students, female students received higher mean scores for the internal, external, and chance locus of control than the male students. The students on the subjects of English, mathematics, and sciences showed significant difference on the internal locus of control with (F=6.358, P<0.05) and significant difference was not observed on the external and chance locus of control. Chance locus of control with r = 0.138 on the meaningful level of P<0.01 and internal locus of control with r = 0.112 on the meaningful level of P<0.05 had a significant and positive relationship with the academic achievement of school students.