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Publisher: Science and Education Publishing   (Total: 72 journals)   [Sort by number of followers]

Showing 1 - 72 of 72 Journals sorted alphabetically
American J. of Applied Mathematics and Statistics     Open Access   (Followers: 7)
American J. of Applied Psychology     Open Access   (Followers: 29)
American J. of Biomedical Research     Open Access   (Followers: 1)
American J. of Cancer Prevention     Open Access   (Followers: 7)
American J. of Civil Engineering and Architecture     Open Access   (Followers: 28)
American J. of Clinical Medicine Research     Open Access   (Followers: 5)
American J. of Educational Research     Open Access   (Followers: 52)
American J. of Electrical and Electronic Engineering     Open Access   (Followers: 22)
American J. of Energy Research     Open Access   (Followers: 9)
American J. of Environmental Protection     Open Access   (Followers: 7)
American J. of Epidemiology and Infectious Disease     Open Access   (Followers: 10)
American J. of Food and Nutrition     Open Access   (Followers: 23)
American J. of Food Science and Technology     Open Access   (Followers: 5)
American J. of Infectious Diseases and Microbiology     Open Access   (Followers: 17)
American J. of Information Systems     Open Access   (Followers: 5)
American J. of Materials Engineering and Technology     Open Access   (Followers: 2)
American J. of Materials Science and Engineering     Open Access   (Followers: 4)
American J. of Mathematical Analysis     Open Access  
American J. of Mechanical Engineering     Open Access   (Followers: 21)
American J. of Medical and Biological Research     Open Access   (Followers: 5)
American J. of Medical Case Reports     Open Access  
American J. of Medical Sciences and Medicine     Open Access  
American J. of Medicine Studies     Open Access  
American J. of Microbiological Research     Open Access   (Followers: 2)
American J. of Modeling and Optimization     Open Access   (Followers: 1)
American J. of Nanomaterials     Open Access   (Followers: 4)
American J. of Numerical Analysis     Open Access   (Followers: 3)
American J. of Pharmacological Sciences     Open Access   (Followers: 2)
American J. of Public Health Research     Open Access   (Followers: 26)
American J. of Rural Development     Open Access   (Followers: 3)
American J. of Sensor Technology     Open Access   (Followers: 2)
American J. of Sports Science and Medicine     Open Access   (Followers: 21)
American J. of Water Resources     Open Access   (Followers: 5)
American J. of Zoological Research     Open Access   (Followers: 1)
Applied Ecology and Environmental Sciences     Open Access   (Followers: 16)
Automatic Control and Information Sciences     Open Access  
Biomedical Science and Engineering     Open Access   (Followers: 4)
Chemical Engineering and Science     Open Access   (Followers: 15)
Intl. J. of Celiac Disease     Open Access   (Followers: 2)
Intl. J. of Dental Sciences and Research     Open Access   (Followers: 1)
Intl. J. of Econometrics and Financial Management     Open Access   (Followers: 3)
Intl. J. of Physics     Open Access   (Followers: 11)
Intl. Transaction of Electrical and Computer Engineers System     Open Access   (Followers: 2)
J. of Automation and Control     Open Access   (Followers: 5)
J. of Biomedical Engineering and Technology     Open Access   (Followers: 1)
J. of Business and Management Sciences     Open Access   (Followers: 1)
J. of Cancer Research and Treatment     Open Access   (Followers: 3)
J. of Computer Networks     Open Access   (Followers: 4)
J. of Computer Sciences and Applications     Open Access  
J. of Environment Pollution and Human Health     Open Access   (Followers: 3)
J. of Finance and Accounting     Open Access   (Followers: 4)
J. of Finance and Economics     Open Access   (Followers: 9)
J. of Food and Nutrition Research     Open Access   (Followers: 5, SJR: 0.334, h-index: 13)
J. of Food Security     Open Access  
J. of Geosciences and Geomatics     Open Access  
J. of Materials Physics and Chemistry     Open Access   (Followers: 1)
J. of Mathematical Sciences and Applications     Open Access   (Followers: 1)
J. of Optoelectronics Engineering     Open Access   (Followers: 2)
J. of Polymer and Biopolymer Physics Chemistry     Open Access   (Followers: 4)
Materials Science and Metallurgy Engineering     Open Access   (Followers: 4)
Nanoscience and Nanotechnology Research     Open Access   (Followers: 19)
Physics and Materials Chemistry     Open Access   (Followers: 1)
Research in Plant Sciences     Open Access  
Research in Psychology and Behavioral Sciences     Open Access   (Followers: 2)
Sustainable Energy     Open Access   (Followers: 1)
Turkish J. of Analysis and Number Theory     Open Access   (Followers: 1)
Wireless and Mobile Technologies     Open Access   (Followers: 5)
World J. of Agricultural Research     Open Access  
World J. of Analytical Chemistry     Open Access   (Followers: 1)
World J. of Chemical Education     Open Access   (Followers: 1)
World J. of Environmental Engineering     Open Access   (Followers: 2)
World J. of Organic Chemistry     Open Access   (Followers: 3)
Journal Cover American Journal of Educational Research
  [52 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2327-6126 - ISSN (Online) 2327-6150
   Published by Science and Education Publishing Homepage  [72 journals]
  • Exploring Students’ Views and Experiences in the Greek Primary and Lower
           Secondary Education Mathematics Class. Class Teachers versus Subject
           Teachers: Similar or Different?

    • Authors: Eleni Tsami; Sophia Kitsou
      Pages: 1 - 8
      Abstract: Foundation skills in mathematics seem to have a major impact on individuals’ life chances and they are provided in primary education (ISCED 1) whereas lower secondary education (ISCED 2) is designed to build on the learning outcomes of the primary level. The way mathematics is taught and learned seems to be influenced by a wide range of factors such as national policies and curricula, teachers and teacher education, the quality of teaching, etc. In this context, this paper discusses the results of a research carried out in 2015-2016 on first year students of lower secondary education so as to explore their views on and experiences towards teaching as is actually practiced in primary and lower secondary education while investigate the similarities and differences between the ways mathematics is taught in the Greek lower secondary education level in comparison to primary education.
      PubDate: 2017-1-10
      Issue No: Vol. 5, No. 1 (2017)
       
  • Do Larger Samples Really Lead to More Precise Estimates? A Simulation
           Study

    • Authors: Nestor Asiamah; Henry Kofi Mensah, Eric Fosu Oteng-Abayie
      Pages: 9 - 17
      Abstract: In this paper, we use simulated data to find out if larger samples support estimation of population parameters by examining whether or not higher samples give rise to more precise estimates of population parameters. We simulated a normally distributed dataset and randomly drew 73 samples from it. Some basic statistics, namely the mean, standard deviation, standard error of the mean, confidence interval and the one-sample t-test significance were computed under some conditions for all samples. The correlation between sample size and each of these statistics was computed, among other statistical treatments. Our analysis suggests that larger samples produce estimates that better approximate the population parameters. The correlation between sample size and standard error of the mean is even stronger. We therefore conclude that larger samples lead to more precise estimates.
      PubDate: 2017-1-10
      Issue No: Vol. 5, No. 1 (2017)
       
  • Enhancing College Students’ Satisfaction and Learning Interest When the
           Teacher Uses a Web-based Platform While Teaching

    • Authors: Lisa Hsu
      Pages: 18 - 24
      Abstract: This study investigated the relationship of students’ satisfaction and learning interest when the teacher used a web-based learning platform. Participants were drawn from a tertiary institution in central Taiwan, ages ranging between 19 to 24 years old taken from two departments, the Department of Applied English and the Department of Computer Science and Information Engineering. Three hundred and two participants completed an online questionnaire, but only 225 questionnaires were valid when the data was analyzed. Data analysis was conducted descriptively, Pearson correlation, and ANOVA were computed to determine the answers to research questions posted in this study. The results of this study showed that students’ satisfaction and learning interest when using a web-based learning platform were positively correlated at a significant level. The outcome could be thereby interpreted as the more a teacher used a web-based learning platform in teaching instruction; the more likely the students were satisfied with the class which also impacted their learning interest. Also, the results showed only students’ satisfaction significantly differed in the aspect of students’ ages. However, the results did not show statistical significance regarding gender and department. This result can be interpreted that no matter what the gender or major, students’ experience of using a web-based learning platform for learning English was positive and valuable. In-depth discussions and pedagogical implications are addressed in the paper. At the end, the limitations of this study and future research directions are discussed as well.
      PubDate: 2017-1-10
      Issue No: Vol. 5, No. 1 (2017)
       
  • Effect of Collaborative Learning on Enhancement of Students’
           Self-Efficacy, Social Skills and Knowledge towards Mobile Apps Development
           

    • Authors: Queenie P. S. Law; Henry C. F. So, Joanne W. Y. Chung
      Pages: 25 - 29
      Abstract: This study investigated the impact of a collaborative learning intervention on students’ self-efficacy, social skills and knowledge toward mobile apps development. Twenty-nine undergraduate students were recruited for participation in the research study. They participated in a 12-week collaborative learning intervention. The self-efficacy for learning and performance scales from the Motivated Strategies for Learning Questionnaire and Social Skills Inventory were used to evaluate students’ self-efficacy in mobile apps development and social skills respectively. A knowledge of mobile apps assessment form was designed to assess a student’s knowledge in mobile apps development. The results revealed that students experienced a significant increase in knowledge of mobile apps. However, collaborative learning only has a small positive effect on a student’s self-efficacy and social skills. Implications for practice and research are provided for future study.
      PubDate: 2017-1-10
      Issue No: Vol. 5, No. 1 (2017)
       
  • Significant Others of Critically Ill Patient: Their Challenges and
           Traumatic Experiences

    • Authors: Bernardo A. Zabala Jr
      Pages: 30 - 35
      Abstract: The significant others of critically Ill patients played an important role in taking care of their patient confined at any hospital. They are considered morale and support booster, they were utilized for any errand activity in the hospital and lookout of the rest of members in the family and the for the patients This study sought to determine the perceptions of the selected 10 significant others whose critically ill patients were confined at the Intensive Care Unit of Dr. Paulino J. Garcia Memorial Research and Medical Center (PJGMRMC) Cabanatuan City, Nueva Ecija, Philippines. Qualitative research through case study was utilized. Prior consent from the respondents was sought prior to the conduct of research. Questionnaire, unstructured interview, and observation were the main tool utilized. Percentage, ranking, and weighted mean were the statistical tools utilized. Findings revealed that significant others fear are death of their patient. Anxious about the hospital bills, personal debt, and financial constraint. They were optimistic that their patient can survive. Experienced psychological distressed when their patient was at ICU. They are optimistic that their patients be healed, survived or recovered for their consciousness. They agreed that their greatest fears were helplessness and losing their loved ones. They cannot help but cry especially when their patients are unconscious and life saver equipment’s are attached to their patients. They were in distressed, experienced headaches, no enough rest or sleep. They do not have money for any emergency.
      PubDate: 2017-1-10
      Issue No: Vol. 5, No. 1 (2017)
       
  • Relationships among Diet Quality, BMI, Cooking Skills and Frequency of
           Food Preparation: A Pilot Study

    • Authors: Jenna Kourajian; Sherri Stastny, Ardith Brunt
      Pages: 36 - 42
      Abstract: Background: Many college students do not have the knowledge to make traditional dishes from simple ingredients, or cook a meal from scratch. Purpose: To evaluate the association between participants’ perceived cooking skills, food preparation frequency, selected indicators of diet quality and BMI. Methods: Non-experimental cross sectional survey design using questionnaire evaluating confidence in cooking skills (PCSS), food preparation frequencies (FPFS), diet quality (frequency of consumption of vegetables, fruits, whole grains, and low-fat dairy), and anthropometrics among 968 students at one Midwestern university. Correlations and chi square were performed to determine the relationships of PCSS/FPFS, indicators of healthy eating and BMI, and differences in response per variable, respectively. Results: Over half reported feeling very confident in their cooking skills; 15% report preparing meals daily. Higher PCSS was correlated to higher vegetable intake (P
      PubDate: 2017-1-10
      Issue No: Vol. 5, No. 1 (2017)
       
  • Predicting Academic Achievement Motivation: Possible Selves of
           Undergraduate Students in Selected Universities in Kenya

    • Authors: Joash Mutua Wambua; Catherine Wambui Wambua, Peter Changilwa Kigwilu
      Pages: 43 - 49
      Abstract: The role of motivation in enhancing students’ academic achievement cannot be gainsaid, moreso intrinsic motivation. International discourses attribute students’ academic achievement to their perceived possible selves. However, most studies on possible selves have largely been conducted among students in high schools outside Africa. Thus, the concept of possible selves remains under-researched in the African context. This study investigated possible selves of undergraduate students from selected universities in Kenya. It explored possible selves’ differences between male and female students, private and public universities, and profession-vowed Catholic students versus those that are not. The study sampled 167 students in five universities; two public universities and three private universities. Questionnaires were piloted to 31 students and validated by experienced educational psychologists. The reliability of the questionnaires, measured using the Cronchbach statistic, was 0.78. The study found higher achievement possible selves among female students than male students. Students in both public and private universities held similar possible selves for achievement; however, female students had higher physical health possible selves than male students. Higher physical health possible selves were also found among students from private universities than in public universities. However, there was no significant difference in possible selves’ between students who were profession-vowed Catholics (fathers, brothers, and sisters) and the non-profession vowed students. Implication arising from the findings is that universities can build on the relatively high achievement possible selves of students to enhance their academic achievement. Universities may use the findings to interrogate student motivation hence improve academic advising accordingly.
      PubDate: 2017-1-10
      Issue No: Vol. 5, No. 1 (2017)
       
  • Development and Evaluation of a Practice Model Based on Questioning
           Framework in Science for Inducing Cognitive Conflicts in Case of the
           After-image Effect

    • Authors: Takekuni Yamaoka; Shinji Matsumoto
      Pages: 50 - 55
      Abstract: The purpose of this study was to investigate the practice model in science based on questioning framework for inducing cognitive conflicts. Using “puzzling picture” effectively depends on the questions that the teacher asks. First, the teacher uses divergent questions to elicit various responses. After that, the teacher uses convergent questions to focus on science topics. The content of the experiment was to perform a description of the after-image effect. When one tries to observe the water droplets using a stroboscope, water droplets appear to fall, be stopped, or climb. The lesson pertaining to this educational program was administered to 96 in the 10th grade students to determine the effects of the questioning framework. The content of the survey-questionnaire and worksheet were analyzed by using quantitative manner. The following were the results of the study: 1) it is not just fun, it is also beneficial at learning principles of natural science; 2) through the use of “think-pair-share” worksheet describing the interaction with others, the results of reasons were to be easily observed; 3) using the prior knowledge, obtaining new knowledge from others, and formulating new questions.
      PubDate: 2017-1-11
      Issue No: Vol. 5, No. 1 (2017)
       
  • The Performance of Tutors from a Public Institution and the Encouragement
           for the Use of Learning Strategies by Students

    • Authors: Paula Mariza Zedu Alliprandini; Gisele Fermino Demarque Jeronymo, Natália Moraes Góes, Ludimila Alves Silva, Camila Adriana de Oliveira
      Pages: 56 - 62
      Abstract: This paper is based on the theoretical referential of the Cognitive Psychology/ Information Processing Theory, aiming to investigate how people learn, structure and use the acquired knowledge. This study aimed to analyze reports about pedagogical practices executed by tutors on Distance Learning, regarding the encouragement to use cognitive, behavioral and self-regulatory learning strategies by the students. Fifty-six tutors from a Public Institution from the Center-West region of the country took place on it. Data collection was made by means of a questionnaire, using the tools of Google Drive made available to the tutors in the platform of the course. Answers were analyzed by means of the theoretical contribution of the Content Analysis. Generally, it was observed that the pedagogic practices of the participants were focused in promoting the use of learning strategies, being the cognitive ones the more encouraged ones with regards to the behavioral and self-regulatory ones. Behavioral and self-regulatory strategies of emotion control were the less incentivized ones. Thus, it is suggested that the training of tutors should be directed towards studies about learning strategies and that new studies are performed, especially regarding affective and emotional strategies regarding the emotion control of the student. Also, considering the lack of intervention studies, the execution of intervention proposals focused on using learning strategies, especially in Distance Learning, is suggested.
      PubDate: 2017-1-11
      Issue No: Vol. 5, No. 1 (2017)
       
 
 
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