Publisher: Hindawi   (Total: 343 journals)

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Showing 1 - 200 of 343 Journals sorted alphabetically
Abstract and Applied Analysis     Open Access   (Followers: 3, SJR: 0.343, CiteScore: 1)
Active and Passive Electronic Components     Open Access   (Followers: 8, SJR: 0.136, CiteScore: 0)
Advances in Acoustics and Vibration     Open Access   (Followers: 51, SJR: 0.147, CiteScore: 0)
Advances in Aerospace Engineering     Open Access   (Followers: 67)
Advances in Agriculture     Open Access   (Followers: 12)
Advances in Artificial Intelligence     Open Access   (Followers: 22)
Advances in Astronomy     Open Access   (Followers: 51, SJR: 0.257, CiteScore: 1)
Advances in Bioinformatics     Open Access   (Followers: 20, SJR: 0.565, CiteScore: 2)
Advances in Biology     Open Access   (Followers: 11)
Advances in Chemistry     Open Access   (Followers: 35)
Advances in Civil Engineering     Open Access   (Followers: 51, SJR: 0.539, CiteScore: 1)
Advances in Computer Engineering     Open Access   (Followers: 8)
Advances in Condensed Matter Physics     Open Access   (Followers: 11, SJR: 0.315, CiteScore: 1)
Advances in Decision Sciences     Open Access   (Followers: 4, SJR: 0.303, CiteScore: 1)
Advances in Electrical Engineering     Open Access   (Followers: 52)
Advances in Electronics     Open Access   (Followers: 101)
Advances in Emergency Medicine     Open Access   (Followers: 16)
Advances in Endocrinology     Open Access   (Followers: 6)
Advances in Environmental Chemistry     Open Access   (Followers: 10)
Advances in Epidemiology     Open Access   (Followers: 9)
Advances in Fuzzy Systems     Open Access   (Followers: 5, SJR: 0.161, CiteScore: 1)
Advances in Geology     Open Access   (Followers: 19)
Advances in Geriatrics     Open Access   (Followers: 6)
Advances in Hematology     Open Access   (Followers: 13, SJR: 0.661, CiteScore: 2)
Advances in Hepatology     Open Access   (Followers: 3)
Advances in High Energy Physics     Open Access   (Followers: 26, SJR: 0.866, CiteScore: 2)
Advances in Human-Computer Interaction     Open Access   (Followers: 21, SJR: 0.186, CiteScore: 1)
Advances in Materials Science and Engineering     Open Access   (Followers: 31, SJR: 0.315, CiteScore: 1)
Advances in Mathematical Physics     Open Access   (Followers: 9, SJR: 0.218, CiteScore: 1)
Advances in Medicine     Open Access   (Followers: 3)
Advances in Meteorology     Open Access   (Followers: 24, SJR: 0.48, CiteScore: 1)
Advances in Multimedia     Open Access   (Followers: 1, SJR: 0.173, CiteScore: 1)
Advances in Nonlinear Optics     Open Access   (Followers: 7)
Advances in Numerical Analysis     Open Access   (Followers: 9)
Advances in Nursing     Open Access   (Followers: 37)
Advances in Operations Research     Open Access   (Followers: 13, SJR: 0.205, CiteScore: 1)
Advances in Optical Technologies     Open Access   (Followers: 4, SJR: 0.214, CiteScore: 1)
Advances in Optics     Open Access   (Followers: 9)
Advances in OptoElectronics     Open Access   (Followers: 6, SJR: 0.141, CiteScore: 0)
Advances in Orthopedics     Open Access   (Followers: 11, SJR: 0.922, CiteScore: 2)
Advances in Pharmacological and Pharmaceutical Sciences     Open Access   (Followers: 9, SJR: 0.591, CiteScore: 2)
Advances in Physical Chemistry     Open Access   (Followers: 13, SJR: 0.179, CiteScore: 1)
Advances in Polymer Technology     Open Access   (Followers: 14, SJR: 0.299, CiteScore: 1)
Advances in Power Electronics     Open Access   (Followers: 44, SJR: 0.184, CiteScore: 0)
Advances in Preventive Medicine     Open Access   (Followers: 6)
Advances in Public Health     Open Access   (Followers: 28)
Advances in Regenerative Medicine     Open Access   (Followers: 4)
Advances in Software Engineering     Open Access   (Followers: 11)
Advances in Statistics     Open Access   (Followers: 10)
Advances in Toxicology     Open Access   (Followers: 4)
Advances in Tribology     Open Access   (Followers: 15, SJR: 0.265, CiteScore: 1)
Advances in Urology     Open Access   (Followers: 13, SJR: 0.51, CiteScore: 1)
Advances in Virology     Open Access   (Followers: 8, SJR: 0.838, CiteScore: 2)
AIDS Research and Treatment     Open Access   (Followers: 2, SJR: 0.758, CiteScore: 2)
Analytical Cellular Pathology     Open Access   (Followers: 3, SJR: 0.886, CiteScore: 2)
Anatomy Research Intl.     Open Access   (Followers: 4)
Anemia     Open Access   (Followers: 6, SJR: 0.669, CiteScore: 2)
Anesthesiology Research and Practice     Open Access   (Followers: 15, SJR: 0.501, CiteScore: 1)
Applied and Environmental Soil Science     Open Access   (Followers: 20, SJR: 0.451, CiteScore: 1)
Applied Bionics and Biomechanics     Open Access   (Followers: 7, SJR: 0.288, CiteScore: 1)
Applied Computational Intelligence and Soft Computing     Open Access   (Followers: 15)
Archaea     Open Access   (Followers: 4, SJR: 0.852, CiteScore: 2)
Autism Research and Treatment     Open Access   (Followers: 36)
Autoimmune Diseases     Open Access   (Followers: 3, SJR: 0.805, CiteScore: 2)
Behavioural Neurology     Open Access   (Followers: 9, SJR: 0.786, CiteScore: 2)
Biochemistry Research Intl.     Open Access   (Followers: 6, SJR: 0.437, CiteScore: 2)
Bioinorganic Chemistry and Applications     Open Access   (Followers: 11, SJR: 0.419, CiteScore: 2)
BioMed Research Intl.     Open Access   (Followers: 5, SJR: 0.935, CiteScore: 3)
Biotechnology Research Intl.     Open Access   (Followers: 1)
Bone Marrow Research     Open Access   (Followers: 2, SJR: 0.531, CiteScore: 1)
Canadian J. of Gastroenterology & Hepatology     Open Access   (Followers: 4, SJR: 0.867, CiteScore: 1)
Canadian J. of Infectious Diseases and Medical Microbiology     Open Access   (Followers: 8, SJR: 0.548, CiteScore: 1)
Canadian Respiratory J.     Open Access   (Followers: 3, SJR: 0.474, CiteScore: 1)
Cardiology Research and Practice     Open Access   (Followers: 11, SJR: 1.237, CiteScore: 4)
Cardiovascular Therapeutics     Open Access   (Followers: 2, SJR: 1.075, CiteScore: 2)
Case Reports in Anesthesiology     Open Access   (Followers: 11)
Case Reports in Cardiology     Open Access   (Followers: 8, SJR: 0.219, CiteScore: 0)
Case Reports in Critical Care     Open Access   (Followers: 12)
Case Reports in Dentistry     Open Access   (Followers: 8, SJR: 0.229, CiteScore: 0)
Case Reports in Dermatological Medicine     Open Access   (Followers: 2)
Case Reports in Emergency Medicine     Open Access   (Followers: 19)
Case Reports in Endocrinology     Open Access   (Followers: 2, SJR: 0.209, CiteScore: 1)
Case Reports in Gastrointestinal Medicine     Open Access   (Followers: 3)
Case Reports in Genetics     Open Access   (Followers: 2)
Case Reports in Hematology     Open Access   (Followers: 9)
Case Reports in Hepatology     Open Access   (Followers: 2)
Case Reports in Immunology     Open Access   (Followers: 6)
Case Reports in Infectious Diseases     Open Access   (Followers: 6)
Case Reports in Medicine     Open Access   (Followers: 3)
Case Reports in Nephrology     Open Access   (Followers: 5)
Case Reports in Neurological Medicine     Open Access   (Followers: 1)
Case Reports in Obstetrics and Gynecology     Open Access   (Followers: 11)
Case Reports in Oncological Medicine     Open Access   (Followers: 2, SJR: 0.204, CiteScore: 1)
Case Reports in Ophthalmological Medicine     Open Access   (Followers: 3)
Case Reports in Orthopedics     Open Access   (Followers: 6)
Case Reports in Otolaryngology     Open Access   (Followers: 7)
Case Reports in Pathology     Open Access   (Followers: 7)
Case Reports in Pediatrics     Open Access   (Followers: 8)
Case Reports in Psychiatry     Open Access   (Followers: 18)
Case Reports in Pulmonology     Open Access   (Followers: 3)
Case Reports in Radiology     Open Access   (Followers: 12)
Case Reports in Rheumatology     Open Access   (Followers: 10)
Case Reports in Surgery     Open Access   (Followers: 12)
Case Reports in Transplantation     Open Access  
Case Reports in Urology     Open Access   (Followers: 12)
Case Reports in Vascular Medicine     Open Access  
Case Reports in Veterinary Medicine     Open Access   (Followers: 5)
Child Development Research     Open Access   (Followers: 21, SJR: 0.144, CiteScore: 0)
Chinese J. of Engineering     Open Access   (Followers: 2, SJR: 0.114, CiteScore: 0)
Chinese J. of Mathematics     Open Access  
Chromatography Research Intl.     Open Access   (Followers: 5)
Complexity     Hybrid Journal   (Followers: 8, SJR: 0.531, CiteScore: 2)
Computational and Mathematical Methods in Medicine     Open Access   (Followers: 2, SJR: 0.403, CiteScore: 1)
Computational Biology J.     Open Access   (Followers: 7)
Computational Intelligence and Neuroscience     Open Access   (Followers: 15, SJR: 0.326, CiteScore: 1)
Concepts in Magnetic Resonance Part A     Open Access   (Followers: 1, SJR: 0.354, CiteScore: 1)
Concepts in Magnetic Resonance Part B, Magnetic Resonance Engineering     Open Access   (Followers: 1, SJR: 0.26, CiteScore: 1)
Conference Papers in Science     Open Access   (Followers: 2)
Contrast Media & Molecular Imaging     Open Access   (Followers: 2, SJR: 0.842, CiteScore: 3)
Critical Care Research and Practice     Open Access   (Followers: 13, SJR: 0.499, CiteScore: 1)
Current Gerontology and Geriatrics Research     Open Access   (Followers: 10, SJR: 0.512, CiteScore: 2)
Depression Research and Treatment     Open Access   (Followers: 19, SJR: 0.816, CiteScore: 2)
Dermatology Research and Practice     Open Access   (Followers: 4, SJR: 0.806, CiteScore: 2)
Diagnostic and Therapeutic Endoscopy     Open Access   (SJR: 0.201, CiteScore: 1)
Discrete Dynamics in Nature and Society     Open Access   (Followers: 6, SJR: 0.279, CiteScore: 1)
Disease Markers     Open Access   (Followers: 1, SJR: 0.9, CiteScore: 2)
Economics Research Intl.     Open Access   (Followers: 1)
Education Research Intl.     Open Access   (Followers: 19)
Emergency Medicine Intl.     Open Access   (Followers: 9, SJR: 0.298, CiteScore: 1)
Enzyme Research     Open Access   (Followers: 5, SJR: 0.653, CiteScore: 3)
Evidence-based Complementary and Alternative Medicine     Open Access   (Followers: 30, SJR: 0.683, CiteScore: 2)
Game Theory     Open Access   (Followers: 1)
Gastroenterology Research and Practice     Open Access   (Followers: 1, SJR: 0.768, CiteScore: 2)
Genetics Research Intl.     Open Access   (Followers: 1, SJR: 0.61, CiteScore: 2)
Geofluids     Open Access   (Followers: 5, SJR: 0.952, CiteScore: 2)
Hepatitis Research and Treatment     Open Access   (Followers: 6, SJR: 0.389, CiteScore: 2)
Heteroatom Chemistry     Open Access   (Followers: 3, SJR: 0.333, CiteScore: 1)
HPB Surgery     Open Access   (Followers: 9, SJR: 0.824, CiteScore: 2)
Infectious Diseases in Obstetrics and Gynecology     Open Access   (Followers: 5, SJR: 1.27, CiteScore: 2)
Interdisciplinary Perspectives on Infectious Diseases     Open Access   (Followers: 1, SJR: 0.627, CiteScore: 2)
Intl. J. of Aerospace Engineering     Open Access   (Followers: 81, SJR: 0.232, CiteScore: 1)
Intl. J. of Agronomy     Open Access   (Followers: 6, SJR: 0.311, CiteScore: 1)
Intl. J. of Alzheimer's Disease     Open Access   (Followers: 12, SJR: 0.787, CiteScore: 3)
Intl. J. of Analytical Chemistry     Open Access   (Followers: 22, SJR: 0.285, CiteScore: 1)
Intl. J. of Antennas and Propagation     Open Access   (Followers: 13, SJR: 0.233, CiteScore: 1)
Intl. J. of Atmospheric Sciences     Open Access   (Followers: 21)
Intl. J. of Biodiversity     Open Access   (Followers: 3)
Intl. J. of Biomaterials     Open Access   (Followers: 5, SJR: 0.511, CiteScore: 2)
Intl. J. of Biomedical Imaging     Open Access   (Followers: 3, SJR: 0.501, CiteScore: 2)
Intl. J. of Breast Cancer     Open Access   (Followers: 14, SJR: 1.025, CiteScore: 2)
Intl. J. of Cell Biology     Open Access   (Followers: 4, SJR: 1.887, CiteScore: 4)
Intl. J. of Chemical Engineering     Open Access   (Followers: 8, SJR: 0.327, CiteScore: 1)
Intl. J. of Chronic Diseases     Open Access   (Followers: 1)
Intl. J. of Combinatorics     Open Access   (Followers: 1)
Intl. J. of Computer Games Technology     Open Access   (Followers: 10, SJR: 0.287, CiteScore: 2)
Intl. J. of Corrosion     Open Access   (Followers: 11, SJR: 0.194, CiteScore: 1)
Intl. J. of Dentistry     Open Access   (Followers: 8, SJR: 0.649, CiteScore: 2)
Intl. J. of Differential Equations     Open Access   (Followers: 8, SJR: 0.191, CiteScore: 0)
Intl. J. of Digital Multimedia Broadcasting     Open Access   (Followers: 5, SJR: 0.296, CiteScore: 2)
Intl. J. of Electrochemistry     Open Access   (Followers: 10)
Intl. J. of Endocrinology     Open Access   (Followers: 4, SJR: 1.012, CiteScore: 3)
Intl. J. of Engineering Mathematics     Open Access   (Followers: 7)
Intl. J. of Food Science     Open Access   (Followers: 5, SJR: 0.44, CiteScore: 2)
Intl. J. of Forestry Research     Open Access   (Followers: 3, SJR: 0.373, CiteScore: 1)
Intl. J. of Genomics     Open Access   (Followers: 2, SJR: 0.868, CiteScore: 3)
Intl. J. of Geophysics     Open Access   (Followers: 5, SJR: 0.182, CiteScore: 1)
Intl. J. of Hepatology     Open Access   (Followers: 4, SJR: 0.874, CiteScore: 2)
Intl. J. of Hypertension     Open Access   (Followers: 8, SJR: 0.578, CiteScore: 1)
Intl. J. of Inflammation     Open Access   (SJR: 1.264, CiteScore: 3)
Intl. J. of Inorganic Chemistry     Open Access   (Followers: 4)
Intl. J. of Manufacturing Engineering     Open Access   (Followers: 2)
Intl. J. of Mathematics and Mathematical Sciences     Open Access   (Followers: 3, SJR: 0.177, CiteScore: 0)
Intl. J. of Medicinal Chemistry     Open Access   (Followers: 6, SJR: 0.31, CiteScore: 1)
Intl. J. of Metals     Open Access   (Followers: 7)
Intl. J. of Microbiology     Open Access   (Followers: 8, SJR: 0.662, CiteScore: 2)
Intl. J. of Microwave Science and Technology     Open Access   (Followers: 6, SJR: 0.136, CiteScore: 1)
Intl. J. of Navigation and Observation     Open Access   (Followers: 20, SJR: 0.267, CiteScore: 2)
Intl. J. of Nephrology     Open Access   (Followers: 2, SJR: 0.697, CiteScore: 1)
Intl. J. of Oceanography     Open Access   (Followers: 8)
Intl. J. of Optics     Open Access   (Followers: 10, SJR: 0.231, CiteScore: 1)
Intl. J. of Otolaryngology     Open Access   (Followers: 3)
Intl. J. of Partial Differential Equations     Open Access   (Followers: 2)
Intl. J. of Pediatrics     Open Access   (Followers: 6)
Intl. J. of Peptides     Open Access   (Followers: 2, SJR: 0.46, CiteScore: 1)
Intl. J. of Photoenergy     Open Access   (Followers: 3, SJR: 0.341, CiteScore: 1)
Intl. J. of Plant Genomics     Open Access   (Followers: 4, SJR: 0.583, CiteScore: 1)
Intl. J. of Polymer Science     Open Access   (Followers: 28, SJR: 0.298, CiteScore: 1)
Intl. J. of Population Research     Open Access   (Followers: 4)
Intl. J. of Quality, Statistics, and Reliability     Open Access   (Followers: 17)
Intl. J. of Reconfigurable Computing     Open Access   (SJR: 0.123, CiteScore: 1)
Intl. J. of Reproductive Medicine     Open Access   (Followers: 6)
Intl. J. of Rheumatology     Open Access   (Followers: 4, SJR: 0.645, CiteScore: 2)
Intl. J. of Rotating Machinery     Open Access   (Followers: 2, SJR: 0.193, CiteScore: 1)
Intl. J. of Spectroscopy     Open Access   (Followers: 8)
Intl. J. of Stochastic Analysis     Open Access   (Followers: 3, SJR: 0.279, CiteScore: 1)
Intl. J. of Surgical Oncology     Open Access   (Followers: 1, SJR: 0.573, CiteScore: 2)
Intl. J. of Telemedicine and Applications     Open Access   (Followers: 7, SJR: 0.403, CiteScore: 2)
Intl. J. of Vascular Medicine     Open Access   (SJR: 0.782, CiteScore: 2)
Intl. J. of Zoology     Open Access   (Followers: 2, SJR: 0.209, CiteScore: 1)
Intl. Scholarly Research Notices     Open Access   (Followers: 230)

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Similar Journals
Journal Cover
Education Research International
Number of Followers: 19  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2090-4002 - ISSN (Online) 2090-4010
Published by Hindawi Homepage  [343 journals]
  • Cognitive Styles and Gender as Predictors of Students’ Achievement in
           Summary Writing in Selected Secondary Schools in Ibadan, Nigeria

    • Abstract: Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners’ personality traits such as cognitive style and gender. Cognitive style is an individual’s preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students’ achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students’ achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables.
      PubDate: Wed, 22 Jan 2020 09:50:06 +000
  • Family Factors Associated with Consumption of Spirits: A Comparative
           Gender-Based Study of Ugandan Students in Public Secondary Schools

    • Abstract: This study aims at investigating family factors associated with consumption of spirits across gender of students in public secondary schools in Uganda. A cross-sectional survey using self-administered questionnaires was used to collect data on consumption of sprits in the past 12 months prior to the study. Of the 1,591 students recruited, the overall prevalence of consumption of spirits was found to be 17.3% (n = 275) with higher consumption of spirits among males (20.3%). Results indicate that unemployed heads of families (aOR = 2.5, 95% CI: 1.30–4.76, ), fairly religious (aOR = 2.7, 95% CI: 1.08–6.49, ), and not religious families (aOR = 2.9, 95% CI: 1.17–7.11, ) were factors associated with consumption of spirits. Early prevention of consumption of spirits could be focused on male students, fathers’ occupation, and family religiosity. In addition, school administrators and authorities could consider these factors during routine school inspections to guard discipline among students in Uganda.
      PubDate: Sat, 11 Jan 2020 05:05:02 +000
  • Using Precourse Formative Written Testing in a Pharmacology Class Greatly
           Increases Medical Students’ Performance in Final Written Summative Tests

    • Abstract: We wanted to test the progress of medical students at our university in a pharmacology course. The formal teaching was given as lectures to the full class of students. We gave the very same written test of multiple-choice (MC) questions (single best choice) to third-year medical students before and after a one semester course of basic pharmacology. The initial voluntary test (containing 30 MC questions) was taken by 79% of the eligible students (n = 147), a week before pharmacology lectures had started. Defining a passing grade of 60% of right answers, only 2% of the students passed the test. The range was between 5 and 21 points. The final, now obligatory, written test at the end of the course (one week after the last lecture in pharmacology) was taken by all students in the semester (n = 179) and was passed by 95%, of students, again defined by the same passing score. Here, the points obtained ranged from 12 to 29. Over the time of the semester, the attendance in the lectures dropped dramatically to less than 10% of the students. Hence, progress tests are useful, but they hardly measure the gain in knowledge through attendance in the pharmacology lecture (the intervention); they also measure other sources of knowledge, such as textbook reading or memorizing only the initial questions and looking up the answers.
      PubDate: Sat, 04 Jan 2020 08:50:02 +000
  • Online Learning Resources Enhanced Teaching and Learning of Medical
           Mycology among Medical Students in Gulu University, Uganda

    • Abstract: Background. The burden of serious fungal diseases has significantly increased in the past few decades; however, the number of health-care workers with expertise in the management of fungal diseases remains low, especially in low- and middle-income countries (LMICs). This study aimed to evaluate the use of freely available online teaching material to enhance teaching and learning of medical mycology among medical students in Gulu University Medical School, Uganda. Methods. We conducted a cross-sectional study among second year medical students undertaking Medical Mycology course on antifungal agents in the department of Medical Microbiology and Immunology in the academic year 2017-2018. The materials were synthesized and peer-reviewed by experts in fungal diseases and were made freely available on the Leading International Fungal Education website ( A local faculty in the department delivered the lectures, and pre- and posttest scores were evaluated statistically. Results. Sixty medical students participated in the study of which 78% were male. The average score was 41% for the pretest and 52% for the posttest (). There was no significant difference in the scores of males and females. Majority of the students gave an above-average rating for the course material; however, 54% preferred prerecorded videos. Conclusion. Using freely available online materials on medical mycology can enhance teaching and learning of medical mycology. Because of this, there is need to incorporate up-to-date information about the subject into the curriculums of medical schools especially in LMICs.
      PubDate: Fri, 03 Jan 2020 09:20:13 +000
  • The Effect of Teachers’ Dress on Students’ Attitude and Students’
           Learning: Higher Education View

    • Abstract: Dress which has had the influences on the perceptions of viewers whether students or outsiders, is more than just a wearing. At first instance, the outlook imposes a very positive expectation subjective to the likeliness and behavior pattern of the students. A positive impression ultimately imposes a positive atmosphere of learning toward the students’ mind. How the dress usually influences the learning of students depending on students’ attitude is the prime concern of this study. For validation of ideas, 405 respondents' judgments were justified from eight private universities of Bangladesh through Confirmatory Factor Analysis and Structural Equation Modeling. Depending on their relationship, three hypotheses such as students’ attitude to students’ learning, dress to students’ attitude, and finally dress to students’ learning were strongly supported, with path coefficients of 0.483, 0.533, and 0.425, respectively. These rationalizations finally signify the new mood of appearance in student learning paradigms in context to influential role-playing foundation of teachers into the mind of learners.
      PubDate: Thu, 26 Dec 2019 04:20:05 +000
  • Causal Attributions as Correlates of Secondary School Students’
           Academic Achievement

    • Abstract: The purpose of this study was to establish the relationship between causal attributions and academic achievement. Weiner’s Model of Achievement Attribution guided this research. Five-hundred and eighty-five students (315 males, 270 females) participated in the study. The participants completed the Multidimensional Multiattributional Causality Scale (MMCS) while academic achievement was obtained from the participants’ academic records. Majority of the students attributed both success and failure to internal, uncontrollable, and unstable attributions. The results indicated that causal attributions were significantly correlated to academic achievement. Taking into account that students can form maladaptive causal attributions, the study made recommendations to the stakeholders on intervention measures.
      PubDate: Tue, 05 Nov 2019 05:05:08 +000
  • Academic and Career Aspiration and Destinations: A Hong Kong Perspective
           on Adolescent Transition

    • Abstract: Understanding the academic and career aspirations of adolescents and their destinations could inform policy makers and educators about how best to provide support at society and school levels to facilitate adolescents transitioning from school to further education and work. The current qualitative study investigates seven senior secondary students from three schools with varying intakes of student ability under the “Secondary School Places Allocation System” in Hong Kong. By employing a Systems Theory Framework, the study looked into the academic and career aspirations of these students and tracked their destinations immediately after secondary school graduation. Findings show that the academic and career aspirations of adolescents and their destinations are shaped by prevailing preferences for attaining higher qualifications, preferably a bachelor’s degree, parental and others’ influences, and outcomes of public examination results. The implications of enhancing support for the societal, school, and career- and life-planning education of individuals are discussed.
      PubDate: Sun, 03 Nov 2019 00:09:52 +000
  • Changes in and Effects of Anxiety on English Test Performance in Chinese
           Postgraduate EFL Classrooms

    • Abstract: As an important affective factor in language learning, foreign language anxiety (FLA) has been extensively researched. Nevertheless, not many studies have targeted postgraduate students or been longitudinal to reveal the dynamic nature of FLA. Hence, the present quantitative study examined changes in and effects of FLA on postgraduate students’ performance over a 10-week period. A total of 324 postgraduate students from a prestigious university took a pretest and posttest, answered a set of questionnaires before (phase 1) and after (phase 2) the 10-week period, respectively. Analyses of the data revealed three major findings: (1) Toward the end of the period, the respondents became significantly less apprehensive of speech communication in English and less worried about the English class, English classroom performance, and other students’ performance. Their overall English language classroom anxiety was significantly lower as well, though they became significantly more worried about tests. (2) In both phases, anxiety was largely highly related to students’ performance in English speaking, listening, reading, and writing tests as well as the overall test performance, especially speaking test performance. Nevertheless, this correlation became weaker in phase 2. (3) In both phases, foreign language classroom anxiety and achievement anxiety powerfully predicted students’ English test performance, especially speaking test performance. These results show that FLA is an important issue even for postgraduate students, affecting their test performance to varying degrees over time. Based on these findings, implications and suggestions are discussed.
      PubDate: Sun, 20 Oct 2019 00:07:27 +000
  • Learning Mathematics in Metacognitively Oriented ICT-Based Learning
           Environments: A Systematic Review of the Literature

    • Abstract: This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.
      PubDate: Mon, 16 Sep 2019 00:05:00 +000
  • Perception of Learning Assessment Methods by Students at the End of Their
           Initial Training at the Faculty of Dentistry of Casablanca

    • Abstract: Aim. To explore students’ perception of theoretical, preclinical, and clinical assessment methods and to analyze their level of satisfaction, with the final goal of getting out with recommendations to improve the weaknesses identified. Material and Methods. A descriptive and transversal survey was carried out by a doctoral student in the Faculty of Dentistry of Casablanca on the perception of students, at the end of their initial training, of learning assessment methods. Results. 51.8% of surveyed students said they were not informed of the criteria to pass successfully the exams, 35.7% of students felt that integrating continuous assessment in addition to the final test would be beneficial for them, and 45.1% of them proposed a frequency of one assessment per month. According to them, this system will allow them to be up to date, to better manage time and knowledge, and to have feedback allowing them to check and improve their skills. Practical activities assessment systems are considered to be adequate by 92% of the surveyed students. Clinical internship assessment focused for the majority of students on the number of procedures. Conclusion. The assessment methods influence students’ learning. It allows teachers to monitor students’ productivity, their attitude, and their work quality, so the teacher can identify gaps in a timely manner at every level of the learning process. According to the students’ perception, the theoretical evaluation should be adapted to the learning objectives, the practical work is quite satisfactory, and the clinical evaluation is mainly based on quantitative criteria.
      PubDate: Tue, 03 Sep 2019 09:05:17 +000
  • Parents’ and Teachers’ Views on Digital Communication in

    • Abstract: Parents’ and teachers’ well-functioning communication supports their partnership and also benefits pupils’ well-being. Today, communication largely takes place using electronic tools. In the current study, Finnish parents’ (N = 1123) and teachers’ (N = 118) opinions on digital communication in urban and rural areas were studied by applying a new 14-item Digital Communication Scale (DCS) created for the purpose. The three-factor structured DCS was used to elucidate parents’ and teachers’ views on their partnership, feedback, and clarity of messaging. In contrast to some negative headlines and myths, the main finding of our study was overall satisfaction with digital communication, which was seen as supporting the parent-teacher partnership and providing valuable information on pupils’ development and their everyday issues. In particular, rural parents seemed satisfied with digital communication as a partnership-building tool. However, the view of parents was that they received less encouraging feedback about their children than teachers believed they had given. On the other hand, teachers experienced more ambiguity in digital communication than parents. This was more salient among urban teachers than among rural teachers. To summarize, rural parents and rural teachers saw digital communication as serving their collaboration better than did their urban peers. The results of the current study can be used for further development of parent-teacher communication in digital environments.
      PubDate: Tue, 30 Jul 2019 13:30:08 +000
  • Burnout in relation to Gender, Teaching Experience, and Educational Level
           among Educators

    • Abstract: This study aims to investigate the burnout levels of the educators with respect to gender, teaching experience, and educational level. The subjects of the study are 31 educators. A survey design using a questionnaire was utilized to collect data within three burnout dimensions, i.e., emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA). The study has found that the educators are emotionally exhausted and experience reduced personal accomplishment levels with high levels of depersonalization. Both genders regardless of years of experience with Bachelor, Master, and PhD degrees demonstrated high levels of emotional exhaustion. The educators who are troubled by depersonalization are mainly Bachelor degree holders with less than 5 years of experience. This indicates that these educators have negative attitudes towards the people they are working with including students and parents. This may be attributed to their lack of working experience. Nevertheless, female educators with Master degrees and 6 to 10 years of experience are highly affected by reduced personal accomplishment levels. The lack of fulfillment felt by these educators can lead to weak performance in class. The findings from this study are essential to give an overview on the burnout levels among educators and identify alternative solutions to overcome this situation. In addition, school authorities and administrators can take these factors into account when making recruitment decisions.
      PubDate: Thu, 04 Jul 2019 09:05:24 +000
  • Peer Review of Manuscripts: A Valuable yet Neglected Educational Tool for
           Early-Career Researchers

    • Abstract: With the number of publications being all-time high, academic peer review is imperative to ensure high-quality research content. The wider involvement of postgraduate, early-career researchers (ECRs) has been proposed on several platforms to address the unsustainability of the peer review process caused by a lack of peer reviewers. A survey involving 1203 academics and ECRs in ten countries revealed their attitudes towards the involvement of ECRs in the peer review process. The trends and motives were identified, with emphasis on the peer review being an oft-neglected tool in the skill development of ECRs. In light of the survey results, the transferrable skills that ECRs acquire from performing peer reviews at a crucial stage in their career development are systematically explored. The findings call for further engagement of ECRs in the peer review process under supervisory mentoring.
      PubDate: Tue, 04 Jun 2019 12:05:05 +000
  • Differences in College Engagement Benchmark Scores as a Function of Honors
           Course Enrollment for Community College Students: A Nationwide Study

    • Abstract: In this investigation, the extent to which differences were present in benchmark scores as a function of community college student honors course enrollment status was investigated using data from the Community College Survey of Student Engagement. Statistically significant differences were revealed for all 5 benchmark scores (i.e., active and collaborative learning, student effort, academic challenge, student-faculty, and support for learners). Students who had been enrolled in an honors course had benchmark scores that were 9 to 16 points higher than their peers who had not been enrolled in an honors course, reflecting higher levels of scholastic engagement, deeper connections with instructors and peers, and greater use of academic and student support services.
      PubDate: Thu, 23 May 2019 10:05:13 +000
  • Identification of Hispanic English Language Learners in Special Education

    • Abstract: Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success' Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked and remain in ESL programs for their entire school career. The aim of this study was to identify the role staff member’s efficacy plays in the proper determination of an ELL with a language difference or disability. Child study team (CST) members () working with a large Hispanic ELL population participated in semistructured interviews to determine the role their efficacy beliefs exert during assessment of linguistically diverse students. Overwhelmingly, staff members noted that they did not feel competent when making decisions regarding ELLs. Therefore, staff members placed the children into special education each time. The practice implications come from the prominent themes that include significant in-district professional development on second language acquisition, facilitation of second language through use of first language through bilingual staff, and committed bilingual programs to meet ELL needs. Additionally, universities must provide coursework that furthers second language acquisition theories and strategies for all teacher candidate programs.
      PubDate: Sun, 19 May 2019 08:05:05 +000
  • Preservice Teachers’ Learning to Respond on the Basis of Children’s
           Mathematical Understanding

    • Abstract: This study examined the extent to which preservice teachers (PSTs) develop their capacity to attend to children’s strategies and interpret and respond on the basis of children’s mathematical understanding in the context of two well-designed assignments: Inquiry into Student Thinking assignment and tutoring assignment. The two assignments were assigned after 6 and 10 weeks of instruction, respectively. The analysis revealed that PSTs attended to children’s strategies and interpreted children’s mathematical understanding but struggled with the component skill of responding to children’s mathematical understanding in the two assignments. Although the nature of tasks selected differed across the two assignments, generally PSTs focused on tasks that would develop children’s mathematical understanding. The findings have theoretical implications for a hypothesized trajectory of professional noticing of children’s mathematical understanding and the design of mathematics methods courses.
      PubDate: Thu, 02 May 2019 00:00:00 +000
  • Enhancing Students’ Blended Learning Experience through Embedding

    • Abstract: As the push for a diversified use of information technologies in higher education teaching continues, a growing number of colleges and universities have come to adopt blended learning which combines traditional face-to-face lectures with online instruction to create flexible approaches of delivering content that are consistent with the requirements of new digital economy. At the same time, university students are required to have continuous growth in literacy skills. Metaliteracy is a comprehensive model for information literacy that can enhance blended learning experience. Embedding metaliteracy learning in a blended course is considered as a feasible approach to empower students in blended learning. Combining an analysis of data gathered through a survey administered at Xi’an Jiaotong-Liverpool University, a Sino-UK institution located in China, this paper reports the results of an investigation into the pedagogical issues including the metaliteracy learning experience of using an interactive communication environment and the benefits and challenges of integrating practices of metaliteracy with blended learning.
      PubDate: Sun, 28 Apr 2019 00:00:00 +000
  • Exploring the Relationship between the Collegiate Learning Assessment,
           Student Learning Activities, and Study Behaviors: Implications for
           Colleges and Universities

    • Abstract: Globally, institutions of higher learning have attempted to utilize various methods to assess student learning outcomes and simultaneously determine what factors influence targeted performance measures. The National Survey of Student Engagement is a popular instrument many colleges and universities employ to gain an understanding of what student behaviors are linked to such desired outcomes as graduation and persistence. Internationally, other universities are exploring the concept of student engagement as a means to assess college environments. Recently, calls from stakeholders have prompted institutions to use assessments to demonstrate so-called twenty-first century skills such as critical thinking; the Collegiate Learning Assessment is one such tool. This study reports preliminary efforts to link the NSSE engagement indicators to CLA performance at a medium-sized Historically Black College or University. Results indicate that the NSSE indicators are (1) poor predictors of student GPA, (2) of the ten indicators of the NSSE, only one was found to be a significant predictor of CLA performance, and (3) of the items comprising this indicator, only half are associated with CLA outcomes.
      PubDate: Mon, 22 Apr 2019 15:05:09 +000
  • Teaching Mathematics through Concept Motivation and Action Learning

    • Abstract: This is a practice-led, conceptual paper describing selected means for action learning and concept motivation at all levels of mathematics education. It details the approach used by the authors to devise insights for practitioners of mathematics teaching. The paper shows that this approach in mathematics education based on action learning in conjunction with the natural motivation stemming from common sense is effective. Also, stimulating questions, computer analysis (internet search included), and classical famous problems are important motivating tools in mathematics, which are particularly beneficial in the framework of action learning. The authors argue that the entire K-20 mathematics curriculum under a single umbrella is practicable when techniques of concept motivation and action learning are in place throughout that broad spectrum. This argument is supported by various examples that could be helpful in practice of school teachers and university instructors. The authors found pragmatic cause for action learning within mathematics education at virtually any point in student academic lives.
      PubDate: Sun, 14 Apr 2019 10:05:12 +000
  • Effect of Real-Time Surveys on Patient Satisfaction Scores in the
           Emergency Department

    • Abstract: Background. Patient satisfaction surveys have become increasingly important as their results help to determine Centers for Medicare and Medicaid Services (CMS) reimbursement. However, these questionnaires have known sources of bias (self-selection, responder, attribution, and nonresponse). Objective. We developed a real-time (RT) survey delivered in the hospital ED to evaluate the effect of implementing RT patient satisfaction surveys on physician behavior and hypothesized that the timing of patient satisfaction survey delivery would significantly impact the results. Method. Data from real-time patient satisfaction surveys were collected in phases from 12/2015 to 5/2017. Hospital-sponsored (HS) surveys were administered after discharge from 12/2015 to 12/2016. Results. For RT surveys, resident physicians were significantly more likely to write their names on the whiteboard () and sit down () with patients. Behavior modifications by attending physicians were not significant. Patient satisfaction measures did not improve significantly between periods for RT or HS surveys; however, RT survey responders were significantly more likely to recommend the ED to others. Conclusion. The timing of survey administration did significantly alter resident physician’s behavior; however, it had no effect on patient satisfaction scores. RT responders were significantly more likely to recommend the emergency department to others.
      PubDate: Mon, 01 Apr 2019 03:05:39 +000
  • Perceptions of Scientists and Stereotypes through the Eyes of Young School

    • Abstract: The goal of the current study was to investigate children’s representations of scientists using the Draw-a-Scientist Test (DAST). Participants () were young school children from Romania enrolled in both rural and urban public schools from grade levels 3, 4, and 5. The study findings showed that most children represented stereotypical characteristics of scientists in their drawings such as white male wearing lab coats using instruments that reflected a chemistry lab. Results also indicated statistically significant differences in the score of stereotyping indicators with respect to student grade level. Additionally, students who visited science museums scored significantly higher in stereotyping indicators than students who indicated on their survey answers that they have not visited science museums. Findings are discussed in relationship with students’ views about scientists and their understanding of science.
      PubDate: Mon, 01 Apr 2019 03:05:38 +000
  • Using Video Modeling to Teach a Meal Preparation Task to Individuals with
           a Moderate Intellectual Disability

    • Abstract: A single-subject study implementing an AB design with 3 replications was conducted with 4 adolescents having multiple disabilities, including moderate cognitive impairments, to demonstrate the efficacy of a video modeling and video-prompting intervention to teach a food preparation skill. Each participant was taught to prepare a different food item using a task analysis comprising 50 to 64 steps. Within 12 training sessions, each participant achieved criterion performance, completing at least 90% of their cooking task steps independently. Three out of 4 participants maintained their food preparation skill in a maintenance probe taken 6 weeks after instruction ended. The fourth participant completed 89% of the task’s steps independently during the maintenance probe. The findings of this study are consistent with those of earlier studies and suggest that video modeling may be a very effective and efficient method for promoting independence, participation, and self-determination among individuals with moderate intellectual disabilities. This study extends the literature base by focusing on longer, more complex meal preparation tasks than earlier studies.
      PubDate: Sun, 03 Mar 2019 00:08:18 +000
  • Integrating Scientific English into Biological Sciences PhD Programs in
           Developing Countries: Strategies from Trainees and Mentor

    • Abstract: Successful researchers in the biological sciences communicate their work to a global audience and must do so in English to be widely recognized and cited. This applies equally to scientific talks, posters, and published articles; thus, scientific English must be prioritized in nonnative English-speaking (NNES) academic institutions to prepare their trainees for successful careers. Here, we propose strategies for integrating scientific English into PhD programs operating in NNES countries. Many graduate students from NNES countries strive for an international career and encounter English as an important barrier. Based on our own experiences as NNES postdoctoral fellows at a US institution, or as a US mentor of these trainees, we contend that conventional learning processes at home institutions do not sufficiently prioritize scientific English as the medium for regular discussions of laboratory-generated data. Principal investigators, mentors, and supervisors are key in promoting English language usage as a structured component of PhD training. If these stakeholders routinely integrate English training and education within the research laboratory program, graduates will be equipped to pursue international academic careers. The ideas presented here are intended for NNES PhD students (and their mentors) who seek an international scientific career in the biological sciences.
      PubDate: Sun, 03 Mar 2019 00:08:14 +000
  • Mobile Learning System for Egyptian Higher Education Using Agile-Based

    • Abstract: Nowadays, due to easiness and expansion in property of smart mobile devices, it is becoming inevitable for mobile applications to have an important role in higher education systems. The Egyptian public universities are facing the problem of students’ large number enrolled in each year. Thus, we lack proper communication between educators and learners. Mobile learning can solve that problem, and it enables adjustment of the curriculum to meet students' learning time and life situations. It provides different solutions better than traditional educational methods. Students and professors could exchange educational material or information even if they are not in the same class. Furthermore, the cost of universities’ materials reduced, as all course materials can be found online through mobile applications. This paper proposes a mobile learning system named “Easy-Edu.” The proposed system intended to make the learning process easier, focus on students’ needs, and encourage communication and collaboration between students and professors and supports collaborative scenario-based learning for university students. Unlike other traditional systems, the proposed “Easy-Edu” was built using an Agile-based approach that delivers sustainable and high-quality mobile learning system. In addition, it eliminates the chances of absolute system failure and detects and fixes issues faster. Summarily, everything related to the design and implementation of “Easy-Edu” is discussed.
      PubDate: Sun, 03 Mar 2019 00:08:12 +000
  • Improving Study Skills by Combining a Study Skill Module and Repeated
           Reflection Seminars

    • Abstract: If students have a broad spectrum of study skills, learning will likely be positively affected, since they can adapt the way they learn in different situations. Such study skills can be learned in, for example, learning-to-learn courses. Several studies of such courses have been done over the years, but few of these have been carried out in longitudinal naturalistic settings, where the effect has been evaluated over several years in nonexperimental settings. In this paper, we present a novel approach for learning study skills, as a part of a course running over three years. The course starts with a learning-to-learn module, followed by 11 follow-ups that include, among other things, peer discussions about learning strategies with the aim of promoting self-regulated learning. This evaluation shows which study skills the students were most interested in trying, how successful they were in continuing to use the study skills, and which effects the students believed the study skills had after trying them. No significant change was found in how satisfied the students were with their overall study technique immediately after the initial module, but in the long term, 78% of the students believed the course had promoted their ability to analyze and adapt their study habits. We conclude that our approach could be a useful way to get the students to improve their repertoire and use of study skills, and we believe that the students also will improve general self-regulated learning skills.
      PubDate: Sun, 03 Mar 2019 00:08:10 +000
  • Effects of Interventions with Manipulatives on Immediate Learning,
           Maintenance, and Transfer in Children with Mathematics Learning
           Disabilities: A Systematic Review

    • Abstract: Manipulatives are concrete or virtual objects (e.g., blocks and chips) often used in elementary grades to illustrate abstract mathematical concepts. We conducted a systematic review to examine the effects of interventions delivered with manipulatives on the learning of children with mathematics learning disabilities (MLD). The outcomes observed in the sample (N = 38) were learning, maintenance, and transfer in a variety of mathematical domains. Interventions using manipulatives were reported to be effective for a range of learning objectives (e.g., conceptual understanding and computational fluency), but several methodological weaknesses were observed. Analyses also highlighted considerable heterogeneity in the studies reviewed in terms of participant characteristics, intervention approaches, and methodology. We discuss overall effects of interventions with manipulatives in the MLD population, the methodological quality across the sample, and implications for practice.
      PubDate: Sun, 03 Mar 2019 00:08:07 +000
  • Exploring EFL Teachers’ Socioaffective and Pedagogic Strategies and
           Students’ Willingness to Communicate with a Focus on Iranian Culture

    • Abstract: One of the most important factors related to learners’ willingness to communicate (WTC) is teachers’ use of socioaffective and pedagogic strategies, which are tightly related to cultural context of education. The present qualitative study, using focus group interview, investigated 19 EFL (English as a foreign language) teachers’ perspectives about their socioaffective and pedagogic strategy use in intermediate classes, with a focus on Iranian culture, as an effort to understand to what extent these strategies are facilitating or debilitating of students’ WTC. Using Creswell’s six steps of inductive analysis, two main themes of facilitating and hindering factors emerged. The findings are suggestive in terms of contribution of several cultural and social factors related to the interaction between EFL teachers and students and its relation to WTC. It also discusses the implications of the study for EFL teachers.
      PubDate: Wed, 06 Feb 2019 13:05:04 +000
  • Fostering Achievement of Low-, Average-, and High-Achievers Students in
           Biology through Structured Cooperative Learning (STAD Method)

    • Abstract: Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.
      PubDate: Mon, 04 Feb 2019 07:05:15 +000
  • Transforming African Education Systems in Science, Technology,
           Engineering, and Mathematics (STEM) Using ICTs: Challenges and

    • Abstract: This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.
      PubDate: Sun, 03 Feb 2019 00:11:43 +000
  • Assessing Domain Specificity in the Measurement of Mathematics Calculation

    • Abstract: An online, cross-sectional approach was taken, including an opportunity sample of 160 undergraduate students from a university in the Midlands, UK. Exploratory factor analysis indicated a parsimonious, four-factor solution: abstract maths anxiety, statistics probability anxiety, statistics calculation anxiety, and numerical calculation anxiety. The results support previous evidence for the existence of a separate “numerical anxiety” or “arithmetic computation” anxiety component of maths anxiety and also support the existence of anxiety that is specific to more abstract maths. This is the first study to consider the multidimensionality of maths anxiety at the level of the calculation type. The 26-item Maths Calculation Anxiety Scale appears to be a useful measurement tool in the context of maths calculation specifically.
      PubDate: Sun, 03 Feb 2019 00:00:00 +000
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Heriot-Watt University
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