R. Hidayah, Lukjijatul Lutfiana, A. Kurniawan, Ervina Fadhilatul Ishma
{"title":"Implementation of Techno-Ecopreneurship Worksheet to Train Scientific Literacy Ability among Students in Thermochemistry Topic","authors":"R. Hidayah, Lukjijatul Lutfiana, A. Kurniawan, Ervina Fadhilatul Ishma","doi":"10.29333/AJE.2021.612A","DOIUrl":"https://doi.org/10.29333/AJE.2021.612A","url":null,"abstract":"The purpose of this research was to describe the learning implementation, students activities, the student’s science literacy ability, learning outcame, and response of students to the implementation of techno-ecopreneurship-based student worksheets on thermochemical topic. This research used pre-experimental design with one group pretest-posttest design. The targets of this study were 34 students in XI grade science in Senior High School 3 Sidoarjo. Data collection methods were observation, test, and questionnaire. The research showed the following results: (1) the syntax implementation of guided inquiry learning model is 86.5% and 88.5% with a very good category; (2) The activities of students during the learning process were said to be implemented well because the percentage of relevant student activities time is greater compared to the student activities which were not relevant, in which relevant student activity in first meeting was 83.5% and in second meeting was 90.5%; (3) Student learning outcomes at the pretest 0% was complete, and 100% was incomplete but at the posttest 78.78% is complete and 21.22% is incomplete; (4) The results of students scientific literacy ability have increased from pretest to posttest that is 18 to 74 with an N-gain value of 0.55; (5) Students gave positive responses to the implementation of techno-ecopreneurship-based student worksheet on thermochemical topic to train scientific literacy ability.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126310331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Development of an Achievement Test to Measure Students’ Competency in General Mathematics","authors":"Leo A. Mamolo","doi":"10.29333/AJE.2021.616A","DOIUrl":"https://doi.org/10.29333/AJE.2021.616A","url":null,"abstract":"The first batch of graduates in the country under the K-12 curriculum graduated in 2018. Thus, a call for an evaluation of students' acquired competency is essential. That's why, there is a need for the construction of assessment tools. In this study, a valid, reliable, and item quality achievement test in General Mathematics was developed. Eight experts examined the test for its improvement and refinement. The test was pilot-tested to 425 senior high school students, was item analyzed, and was subjected to a reliability test. Forty questions were included in the final form of the test. The average item difficulty was 0.40, which means intermediate while the average item distinctiveness was 0.34, which signifies well items. Moreover, the reliability coefficient of the test was 0.84, which indicates that the items of the constructed test have acceptable value for internal consistency. The result suggests that the developed test is an excellent tool for classroom assessment.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122754188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Action Learning Strategy and Students’ Knowledge of Character Education Concepts in Social Studies","authors":"M. O. Omiyefa","doi":"10.29333/AJE.2021.615A","DOIUrl":"https://doi.org/10.29333/AJE.2021.615A","url":null,"abstract":"This study investigated the effect of action learning strategy on students’ knowledge of character education concepts in Social Studies. The moderating effects of level of academic ability and gender were also examined. A pretest-posttest control group, quasi-experimental design using the 2x3x2 factorial matrix was adopted for the study. A multi-stage sampling procedure was adopted. The sample size was 339 Junior Secondary School II students from four randomly selected schools in Ile-Ife, Nigeria. Instructional Guide for Action Learning Strategy and Character Knowledge Test were the main instruments used in the study. Data were analysed using Analysis of Covariance to test the hypotheses at 0.05 level of significance while Scheffé post-hoc test was used to determine the source of significant difference. The result showed a significant main effect of treatment on students’ knowledge of character concepts. Participants in action learning strategy performed better than those in the control group. Academic ability had significant main effects on students’ knowledge. Students with the high academic ability performed better than students with moderate and low academic ability respectively. Gender had no significant main effect on students’ knowledge in character education. Based on these findings, teachers of Social Studies could, therefore, adopt action learning strategy for teaching secondary school students.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128285791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Measuring Language Learners’ Success Oriented Motivation","authors":"Murat Polat","doi":"10.29333/AJE.2020.5213A","DOIUrl":"https://doi.org/10.29333/AJE.2020.5213A","url":null,"abstract":"Turkish language learners’ motivation is affected by a number of internal and external factors such as the reasons why they learn a language, when and how long they learn it and what happens if they fail to learn it well enough to pass the required tests in a specific time. In Turkey, most university students (if they are not proficient) have to learn a foreign language for at least one year in language schools of the universities they are admitted to. Some of these students receive this language education voluntarily, whereas the others have a compulsory language education; therefore, motivation of the learners towards language learning is highly critical. In this study, success-oriented motivation of students at a language school was investigated in terms of their gender, language levels, faculties, achievement scores, university choice rankings and their willingness to learn a foreign language. 678 students from 10 different faculties of two state universities in Eskişehir participated in this study. The students' motivation of success was measured with \"Success Oriented Motivation Scale\" and the results revealed that there is a positive and significant relationship between success-oriented motivation and language proficiency scores. find out if there was a relationship between language learners’ success-oriented motivation levels and their language achievement scores and to investigate if the success-oriented motivation levels of language learners differed according to a number of independent variables such as gender, language level, faculty, language learning preference and university choice. The data collection tool of this study was developed by Semerci (2010) as a Likert scale which had response codes ranging from 1-5 (1: totally disagree, 5: totally agree) and 4 factors (External Effects, Internal Effects, Target Extension, Self-consciousness). The findings revealed that participants had mostly high motivation levels especially in “external effects” and “target extension” sub-dimensions in the motivation scale. The highest mean scores among all the factors were taken from “External effects” and item 36 (“A warm atmosphere in the class increases my success.”) and item 34 (“I am positively affected if the teacher is eager to teach.”) had the highest mean scores among the other items in the same factor. The findings proved the importance of a positive classroom environment and an encouraging teacher manner in language teaching & learning process. The lowest mean scores in all sub-categories was observed in “Internal effects” and item 13 (“I prepare before going to the language classes.”) and 20 (“I like studying”) were calculated as the lowest ones. As it was mentioned before, university students take this language education immediately after they start university, and this brings many washback effects including weariness and an uncontrolled relaxation after passing a tough test which might negatively influence language learning and teachin","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122886072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Impact of Weblogs on Teaching Translation: Yemeni Learners’ Attitudes and Perceptions","authors":"Marwan Alalimi, Curriculum Esl Instructor","doi":"10.29333/AJE.2020.525A","DOIUrl":"https://doi.org/10.29333/AJE.2020.525A","url":null,"abstract":"This study aimed to elicit EFL learners’ attitudes and perceptions on the implementation of weblogs in the course of translation from and into Arabic/English. The study adopted the descriptive research design, and a questionnaire was used for data collection. The participants were eleven female students in their fourth year in the English department. They were taught a translation course from and into Arabic/English by the researcher. Utilizing weblogs in the course of translation was an out-class project as a supportive material to a traditional translation class. Translation assignments were posted on the weblog weekly by the instructor, and learners were asked to visit the weblog, translate the posted text, and give feedback to their peers’ translations. At the end of the program, learners were handed out the questionnaire to find out their attitudes and perceptions on the effectiveness and usefulness of using weblogs in translation. Results showed that the learners have positive attitudes towards implementing weblog in translation class.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122253934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Social Emotional Learning: Key to Career Readiness","authors":"Allison C. Paolini","doi":"10.29333/aje.2020.5112a","DOIUrl":"https://doi.org/10.29333/aje.2020.5112a","url":null,"abstract":"This manuscript is a literature review that addresses the significance of social emotional learning in regard to promoting career readiness by addressing the key components, interpersonal, and intrapersonal skills that are critical to possess in order to be successful in the workforce. Social emotional learning (SEL) is the process by which children and adults understand and manage emotions, set strength-based goals demonstrate empathy, establish positive relationships, and make healthy choices. Social emotional learning is vital for career success, as it emphasizes the intrapersonal and interpersonal skills that people need in order to be productive and efficient in their work setting including leadership, celebrating diversity, effective communication skills, accountability, assertiveness, conflict resolution, time and stress management, as well as motivation. This manuscript addresses the five SEL core competencies, the definition and importance of SEL, SEL learning standards, the SEL intrapersonal and interpersonal skills necessary for career success, guiding principles of SEL, as well as the significance of possessing soft skills in order to augment performance and foster success in the workplace.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129345236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammed Idris Jimoh, D. S. Daramola, J. Oladele, Adaramaja Lukman Sheu
{"title":"Assessment of Items Prone to Guessing in SSCE Economics Multiple-Choice Tests among Students in Kwara State, Nigeria","authors":"Mohammed Idris Jimoh, D. S. Daramola, J. Oladele, Adaramaja Lukman Sheu","doi":"10.29333/aje.2020.512a","DOIUrl":"https://doi.org/10.29333/aje.2020.512a","url":null,"abstract":"The study investigated items that were prone to guessing in Senior School Certificate Examinations (SSCE) Economics multiple-choice tests among students in Kwara State, Nigeria. The 2016 West African Senior Secondary Certificate Examinations (WASSCE) and National Examinations Council (NECO) Economics multiple-choice test items were subjected to guessing parameters. This study adopted a descriptive survey research design, carried out in 25 randomly selected public Senior Secondary Schools in Kwara State. A multi-stage sampling technique was used to sample 768 Senior School III students. The instruments used for data collection were 2016 WASSCE and NECO multiple-choice Economics items. Guessing parameter was computed using WinGen IRT software package used to compute and answer research question 2 (What are those 2016 WASSCE and NECO Economics multiple-choice test items prone to guessing?). The hypothesis was tested using the chi-square statistic at 0.05 level of significance. One of the findings revealed that items prone to guessing in WASSCE and NECO were of the same rate. The finding also revealed that no significant difference existed in items guessed in WASSCE and NECO. One of the recommendations revealed that the classroom teachers and professional developers should avoid clauses such as “except”, all of the above”, “none of the above” and “not” to mention a few. This could reduce the guessing tendency in multiple-choice items.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125845429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Amahmid, Y. E. Guamri, Mohamed Yazidi, B. Razoki, Khadija Kaid Rassou, Youness Rakibi, Ibrahim Farouk, Fadya Charkaoui
{"title":"Animal use in Life Sciences Education: Current Status, Teachers’ and Adolescents’ Attitudes and Alternatives","authors":"O. Amahmid, Y. E. Guamri, Mohamed Yazidi, B. Razoki, Khadija Kaid Rassou, Youness Rakibi, Ibrahim Farouk, Fadya Charkaoui","doi":"10.29333/aje.2019.428a","DOIUrl":"https://doi.org/10.29333/aje.2019.428a","url":null,"abstract":"The study aimed to explore Lower Secondary School curriculum of Life Sciences, in Morocco, to establish the current status of animal use and the extent at which it is a curriculum requirement for the introduction of the prescribed concepts and objectives. Two questionnaires were developed and administered to teachers and students to assess their attitudes towards animal use and dissection, as well as potential alternatives that could be used for replacement. The study revealed that several cited topics in the curriculum involve animal use and organ dissection. The majority of students (60.9%) and teachers (83.3%) had great interest in performing animal organ dissections, stating that it allowed better understanding, long-term knowledge and motivation. A proportion of participants felt negative emotions towards this practice. Many animals groups have been involved especially frogs and mammals. While most of teachers and students quoted that priority should be given to real hands-on experiments, alternatives preferred for replacement were videos and simulations. Animal use in education raises psychological, ethical, and environmental concerns. Hence, there is a need to use animal-free alternatives as they allow the achievement of the learning objectives more effectively and have several advantages over animal use.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130429061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Impact of Counselling Practicum on Trainees in University of Ilorin Nigeria","authors":"S. Muhammed, O. Olayinka, Alabi Samson Olamilekan","doi":"10.29333/aje.2019.427a","DOIUrl":"https://doi.org/10.29333/aje.2019.427a","url":null,"abstract":"Practicum is an important aspect of the counsellor education programme which is aimed at helping student counsellors develop practical skills and other qualities required for professionalism. The study investigated the impact of counselling practicum on trainees in University of Ilorin, Nigeria. The descriptive research design was adopted for the study. The population of the study consisted of all student counsellors in the Department of Counsellor Education, University of Ilorin. The simple random sampling technique was used to select 250 respondents selected from both the full-time undergraduate and postgraduate programme. A researcher developed questionnaire tagged “Impact of Counselling Practicum Questionnaire (ICPQ)” was used to gather data from the respondents. The questionnaire was validated by lecturers in Counsellor Education Department University of Ilorin and was also subjected to reliability test using a Pearson’s Product Moment Correlation formula and a reliability coefficient of 0.68 was obtained. The data obtained were analysed with percentages, mean ranking and t-test statistic. The findings revealed that the counselling practicum has high impact on counsellortrainees. For instance, it assists trainees to; develop self-confidence in relating with clients, learn how to apply counselling skills maximally, and discover their strengths as student counsellors. A significant difference was found on the impact of counselling practicum on trainees based on respondent’s level of education but no significant difference was found on the basis of gender. The implication is that trainees at different level need practicum experience to achieve professional development. It is recommended that undergraduate and postgraduate counsellortrainees, irrespective of gender, should be assisted to develop requisite skills, ethics, and values of carrying out their professional roles optimally in the counselling profession.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134086769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using Learning Media to Increase Learning Motivation in Elementary School","authors":"Yanuari Dwi Puspitarini, M. Hanif","doi":"10.29333/aje.2019.426a","DOIUrl":"https://doi.org/10.29333/aje.2019.426a","url":null,"abstract":"This research is a preliminary study that aims to find out how the learning process is implemented in the classroom and how the students' learning motivation. The method used in this research is qualitative research method. Methods of data collection in the form of observation and interview. The results of observations made with elementary school teachers in Purbalingga, Indonesia found that in the learning of teachers using lecture methods and learning resources used were books. The use of lecture methods in the learning process does not attract students so students do not understand the material presented and student learning motivation decreased. In addition, students are also more interested in chatting with the classmate, daydreaming, and busy by themselves. Learning resources are always used is a book, where the delivery of all material comes from the book so that students quickly get bored and difficult to understand the material. Interview results make students more interested in the learning process using media other than books. Therefore, another alternative in the learning process is needed to improve students' learning motivation. One alternative is to utilize technology as a medium in the learning process.","PeriodicalId":314053,"journal":{"name":"Anatolian Journal of Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121429474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}