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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: 34)
American J. of Biomedical Research     Open Access   (Followers: 1)
American J. of Cancer Prevention     Open Access   (Followers: 8)
American J. of Civil Engineering and Architecture     Open Access   (Followers: 28)
American J. of Clinical Medicine Research     Open Access   (Followers: 6)
American J. of Educational Research     Open Access   (Followers: 53)
American J. of Electrical and Electronic Engineering     Open Access   (Followers: 24)
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: 12)
American J. of Food and Nutrition     Open Access   (Followers: 30)
American J. of Food Science and Technology     Open Access   (Followers: 6)
American J. of Infectious Diseases and Microbiology     Open Access   (Followers: 19)
American J. of Information Systems     Open Access   (Followers: 6)
American J. of Materials Engineering and Technology     Open Access   (Followers: 3)
American J. of Materials Science and Engineering     Open Access   (Followers: 6)
American J. of Mathematical Analysis     Open Access  
American J. of Mechanical Engineering     Open Access   (Followers: 24)
American J. of Medical and Biological Research     Open Access   (Followers: 5)
American J. of Medical Case Reports     Open Access   (Followers: 1)
American J. of Medical Sciences and Medicine     Open Access   (Followers: 1)
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: 6)
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: 27)
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: 20)
American J. of Water Resources     Open Access   (Followers: 7)
American J. of Zoological Research     Open Access   (Followers: 1)
Applied Ecology and Environmental Sciences     Open Access   (Followers: 15)
Automatic Control and Information Sciences     Open Access   (Followers: 2)
Biomedical Science and Engineering     Open Access   (Followers: 3)
Chemical Engineering and Science     Open Access   (Followers: 18)
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: 6)
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: 5)
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: 6)
J. of Finance and Economics     Open Access   (Followers: 9)
J. of Food and Nutrition Research     Open Access   (Followers: 6, 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: 5)
Materials Science and Metallurgy Engineering     Open Access   (Followers: 5)
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: 2)
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
  [53 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]
  • The Effectiveness of Peer/Self-assessment Approach in Urban Planning
           Studio-based Academic Education

    • Authors: Mohamed Anwer Zayed
      Pages: 588 - 605
      Abstract: Urban planning education is an important discipline that mainly depends on problem-solving learning activities. These activities are targeted at developing student skills in the design and planning of urban areas. The traditional approach to managing the urban planning education studio sets out a unilateral role for each party. Students submit their plans and tutors evaluate them. Then, either a feedback or discussion session takes place. The efficiency of this approach is somewhat limited. It consumes time and often requires paper-based rather than oral exchange of ideas. In comparison, peer/self-assessment has proved to be a powerful learning tool, especially in developing formative skills. It helps learners to objectively review their own work and that of their colleagues. As a result, it bridges the thinking gap between students and tutors. It offers the opportunity to look at the work from another dimension. This calls for wider consideration of the application of peer/self-evaluation as a learning tool to urban planning studios and this paper explores the potential of such application. It analyzes the impact of peer/self-assessment on the development of urban planning education. An experiment was conducted with students and staff as part of the urban planning course at Cairo University. Students performed peer/self-assessment during various learning activities. Compared with their counterparts in previous semesters, this group of students achieved higher levels of quality in their deliverables.
      PubDate: 2017-6-13
      DOI: 10.12691/education-5-6-1
      Issue No: Vol. 5, No. 6 (2017)
       
  • Evaluation of a Visual Metaphor of Suicide Risk Factors: Results from a
           Pilot Randomized Controlled Trial in Psychology Students

    • Authors: M Alyami; H Alyami, F Sundram, B A Haarhoff
      Pages: 606 - 611
      Abstract: Background: Although comprehensive knowledge of suicide risk assessment is fundamental, training programs for such an essential skill often include passive and didactic methods that may not facilitate recall. Objectives: To examine the efficacy of a recently published novel visual metaphor (VM) for teaching suicide risk factors as an adjunct to traditional teaching methods in a group of novice learners. Methods: A pilot non-blinded randomized controlled trial (RCT) was conducted. 22 first-year undergraduate psychology students were randomly assigned to either a control group, where they received traditional teaching (TT) or an intervention group, where they received traditional teaching and the visual metaphor (TT+VM). Participants then completed post-learning assessment including immediate free recall of suicide risk factors and knowledge application based on a clinical vignette. Cognitive load and participants’ satisfaction were also assessed. Descriptive statistics and the Mann-Whitney U test were used to analyse the data. Results: The TT+VM group demonstrated significantly better immediate free recall of suicide risk factors (mean= 14.56, SD= 3.2, p=.026), and superior application in the clinical vignette (mean= 14.33, SD= 1.00, p= .036). Furthermore, the TT+VM group also reported significantly less cognitive loading while learning suicide risk factors (mean= 3.44, SD= .88, p=.001) and significantly higher satisfaction levels (mean= 26.44, SD= 3.6, p=.001). The differences between the two groups on these domains ranged between medium and large effect sizes. Conclusions: Preliminary findings show that the use of TT+VM enhanced the learning of suicide risk factors. The VM could be a useful learning tool for novice learners but future large-scale studies are warranted to replicate this positive preliminary effect.
      PubDate: 2017-6-14
      DOI: 10.12691/education-5-6-2
      Issue No: Vol. 5, No. 6 (2017)
       
  • The Impact of Using Cooperative Learning Strategy on Achievement of
           Students with Math Learning Disabilities

    • Authors: Ziyad Ellala; Mohammad ALSLAQ
      Pages: 612 - 619
      Abstract: The present study is an attempt to identify the impact of using cooperative learning strategy on the achievement of students with Math Learning Disabilities. The authors selected two units in the second grade primary Mathematics book, then made an achievement test, whose reliability and validity were verified. Sampling consisted of (34) male and female students in Zarqa, Jordan. They were equally divided into two groups: control (8 male students and 9 female students) and experimental (8 male students and 9 female students). Pre and post achievement test was applied. Students of the experimental group were taught for nine weeks using cooperative learning strategy, while students of the control group were taught using traditional method. Results of T Test and One-way Analysis of Variance (ANOVA) showed no statistically significant differences at significance level of achievement test due to the experimental and control group's variable. This result supposes both groups' equivalence prior to application, there are no statistically significant differences between means of both groups on post-total scale due to gender, there are statistically significant differences between means of both groups in post achievement test due to (experimental and control) variable, and these differences were in favor of the experimental group.
      PubDate: 2017-6-15
      DOI: 10.12691/education-5-6-3
      Issue No: Vol. 5, No. 6 (2017)
       
  • Quran Memorization Using Mobile App

    • Authors: Safar Bkheet AlMudara
      Pages: 620 - 622
      Abstract: This study was carried out in an attempt to encourage students’ to memorize Quran using mobile App. We have mobile App for memorizing Quran chapters. Complete Quran is stored in server and App downloads Quran chapters using Internet. The mobile App were designed our university. The mobile App is having memorization and social modules for memorization and recitation respectively. For few weeks students were asked to memorize Quran chapters using Quran Mobile App, then an assessment session about the memorization was directed. Later, students were requested to memorize Quran without App. Finally after memorization, then all students were asked to fill up opinion of these two sessions. Majority of them found mobile App easy and better way to memorize Quranic chapter and also recommended to use Mobile Apps for other knowledge based domains.
      PubDate: 2017-6-16
      DOI: 10.12691/education-5-6-4
      Issue No: Vol. 5, No. 6 (2017)
       
  • The Effect of Scientific Inquiry Model Assisted Visual Media on
           Students┬í┬» Conceptual and Procedural Knowledge

    • Authors: Dinda Toral Syafura; Sahyar, Wawan Bunawan
      Pages: 623 - 628
      Abstract: This study aimed to analyze the gain of students¡¯ conceptual and procedural knowledge of Scientific Inquiry model assisted visual media and conventional learning; to analyze whether the gain of students¡¯ conceptual and procedural knowledge taught by Scientific Inquiry assisted visual media model was better than conventional learning. This research was a quasi- experimental research with two group pretest-posttest design. The population of this research was second semester students of Al Bukhari Moslem Integrated High School grade X academic year 2016/2017. The sampling technique was cluster random sampling that consisted of 2 groups with 68 students. Class X-1 were experimental group taught by Scientific Inquiry models consisted of 34 students and class X-3 were control group taught by conventional learning consisted of 34 students. The instrument of the research were essay test of conceptual and procedural knowledge consisted of 10 questions for each. The data were analyzed using t test statistics. The result showed that: the mean gain of students¡¯ conceptual knowledge taught by Scientific Inquiry model was in medium level and low level for conventional learning. The mean gain of students¡¯ procedural knowledge taught by Scientific Inquiry model was in high level and medium level for conventional learning. Hypothesis test showed that the mean gain of students¡¯ conceptual and procedural knowledge taught by Scientific Inquiry was better than conventional learning. This result showed that there was a positive effect of Scientific Inquiry model assisted visual media on the students¡¯ conceptual and procedural knowledge using Scientific Inquiry learning model.
      PubDate: 2017-6-17
      DOI: 10.12691/education-5-6-5
      Issue No: Vol. 5, No. 6 (2017)
       
  • Presenting the Structural Equation Modeling of Achievement Goal and
           Self-regulation on Passing the Course

    • Authors: Somaye Davoodi; Kazem Khaefi, Firooz Sadighi
      Pages: 629 - 632
      Abstract: The aim of this research was to investigate the relationship between goal orientation and academic achievement with emphasizing the mediating role of self-regulation of the students. The research method was correlational and the statistical population included all BA students of Islamic Azad University who choose general English in 2015-16 academic year (2 semesters) at Shiraz. They were selected through random sampling. The research tools were standard goal orientation and self- regulation questionnaires. The data were analyzed through structural equation modeling. The results of the structural equation modeling revealed that there was a direct and meaningful relationship between goal orientation and self- regulation with academic achievement. Moreover, the results indicated that the direct effect of academic achievement on self -regulation was meaningful.
      PubDate: 2017-6-17
      DOI: 10.12691/education-5-6-6
      Issue No: Vol. 5, No. 6 (2017)
       
 
 
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