Publisher: Macrothink Institute   (Total: 47 journals)   [Sort by number of followers]

Showing 1 - 47 of 47 Journals sorted alphabetically
Aquatic Science and Technology     Open Access   (Followers: 4)
Asian J. of Finance & Accounting     Open Access   (Followers: 16)
Business and Economic Research     Open Access   (Followers: 13)
Business and Management Horizons     Open Access   (Followers: 14)
Business Management and Strategy     Open Access   (Followers: 48)
Case Studies in Business and Management     Open Access   (Followers: 15)
Education and Linguistics Research     Open Access   (Followers: 6)
Environmental Management and Sustainable Development     Open Access   (Followers: 11)
Global J. of Educational Studies     Open Access  
Human Resource Research     Open Access   (Followers: 1)
Intl. Finance and Banking     Open Access   (Followers: 3)
Intl. J. of Accounting and Financial Reporting     Open Access   (Followers: 18)
Intl. J. of Culture and History     Open Access   (Followers: 14)
Intl. J. of Education     Open Access   (Followers: 17)
Intl. J. of English Language Education     Open Access   (Followers: 15)
Intl. J. of Global Sustainability     Open Access   (Followers: 4)
Intl. J. of Human Resource Studies     Open Access   (Followers: 17)
Intl. J. of Industrial Marketing     Open Access   (Followers: 6)
Intl. J. of Learning and Development     Open Access   (Followers: 5)
Intl. J. of Linguistics     Open Access   (Followers: 12)
Intl. J. of Management Innovation Systems     Open Access  
Intl. J. of Regional Development     Open Access   (Followers: 1)
Intl. J. of Social Science Research     Open Access   (Followers: 14)
Intl. J. of Social Work     Open Access   (Followers: 26)
Intl. Research in Education     Open Access   (Followers: 6)
Issues in Economics and Business     Open Access  
Issues in Social Science     Open Access   (Followers: 5)
J. for the Study of English Linguistics     Open Access   (Followers: 6)
J. of Agricultural Studies     Open Access   (Followers: 5)
J. of Applied Biotechnology     Open Access   (Followers: 2)
J. of Asian Development     Open Access   (Followers: 2)
J. of Biology and Life Science     Open Access   (Followers: 2)
J. of Corporate Governance Research     Open Access  
J. of Education and Training     Open Access   (Followers: 4)
J. of Educational Issues     Open Access  
J. of Entrepreneurship and Business Innovation     Open Access   (Followers: 8)
J. of Environment and Ecology     Open Access   (Followers: 10)
J. of Food Industry     Open Access   (Followers: 2)
J. of Food Studies     Open Access   (Followers: 6)
J. of Management Research     Open Access   (Followers: 5)
J. of Public Administration and Governance     Open Access   (Followers: 31)
J. of Safety Studies     Open Access   (Followers: 1)
J. of Social Science Studies     Open Access   (Followers: 12)
J. of Studies in Education     Open Access   (Followers: 4)
Research in Applied Economics     Open Access   (Followers: 3)
Research in Business and Management     Open Access   (Followers: 2)
World J. of Business and Management     Open Access   (Followers: 2)
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Journal of Studies in Education
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2162-6952
Published by Macrothink Institute Homepage  [47 journals]
  • An Experimental Research on the Integration of Ideal and Belief Education
           into English Major Courses in Chinese UniversitiesAn Experimental Research
           on the Integration of Ideal and Belief Education into English Major
           Courses in Chinese Universities

    • Authors: Yang Feng
      Pages: 1 - 14
      Abstract: The university phase is a critical period for the formation of students' outlook on life and career ideals, but some Chinese college students lack a correct understanding and motivation for learning, which needs to be improved. Through a teaching reform experiment to integrate ideal and belief education in the professional course in an academic year and 32 teaching weeks to 106 freshmen and 113 sophomores of English education majors. The result shows that compared with the control group who maintained the conventional teaching mode, the experimental group’s performance in the outlook on life, academic development plans, professional ideals, and their motivation to learn well are all significantly improved, and the final exam scores have increased by 13-15% on average. The experiment shows that the use of appropriate materials and methods to integrate ideal and belief education in the teaching of professional courses in college can effectively promote students to form a correct outlook on life and career planning, improve learning enthusiasm and professional course performance, and help serve the society to achieve their ideals in life.
      PubDate: 2020-09-19
      DOI: 10.5296/jse.v10i4.17664
      Issue No: Vol. 10, No. 4 (2020)
  • Assessing the Pedagogical Approaches of Social Studies Tutors
           Instructional Delivery in the Colleges of Education in the Eastern and
           Greater Accra Regions of Ghana

    • Authors: Lawrence Odumah, Pearl Adiza Babah, Ronald Osei Mensah, Clarke Ebow Yalley, Michael Sakyi-Darko
      Pages: 15 - 30
      Abstract: The purpose of the study is to assess the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers’ teaching-learning strategies significantly enhanced the instructional process in the classroom. It is recommended that teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.
      PubDate: 2020-10-08
      DOI: 10.5296/jse.v10i4.17656
      Issue No: Vol. 10, No. 4 (2020)
  • The Impact of Transfer Shock in a Dental Hygiene Program at a Four-Year
           Health-Sciences University

    • Authors: Claire Tucker, Michael Miller
      Pages: 31 - 39
      Abstract: Health-sciences medical universities that host dental hygiene programs typically work on the model of offering upper division coursework, meaning that they enroll only students who complete their first two years at a different institution. The current study investigated the impact of ‘transfer shock’ on students who transferred into a dental hygiene program from community colleges compared to those transferring from four-year universities. This included testing for differences between student grade point average and NBDHE pass rates for the two groups of transfer students. A total of 166 students who graduated from a dental hygiene program at a mid-southern health-sciences university from 2014-2018 were included in the study. The subjects were placed into two groups by the location of their lower division courses: community college or four-year university. Paired t-tests suggested the presence of transfer shock for both groups. First-attempt pass rates: 95.5%, with a program GPA of 3.12 for the community college group and 98%, with a program GPA of 3.27 for the four-year university group. Transfer shock did occur in the program in the study, so program administrators in dental hygiene academic units should be aware of the impact of transfer and help build bridges that support students to aid in their success.
      PubDate: 2020-10-08
      DOI: 10.5296/jse.v10i4.17604
      Issue No: Vol. 10, No. 4 (2020)
  • Effect of School Feeding Programme on Pastoralists’ Pupils’
           Participation in Regular and Mobile Primary Schools in Turkana County,

    • Authors: Paul Ekeno Ejore, Daniel Komo Gakunga, Musembi Nungu
      Pages: 40 - 62
      Abstract: Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.
      PubDate: 2020-10-20
      DOI: 10.5296/jse.v10i4.17747
      Issue No: Vol. 10, No. 4 (2020)
  • What Is the Difference' Online and Face-to-Face Authentic Assessment

    • Authors: Muna Jebreen Al Boti, Wesam Bassam E'layan
      Pages: 63 - 75
      Abstract: Online learning has gained more attention in educational institutions recently, and various assessment strategies have been examined to improve performance. Despite these contributions, there is a lack of studies in eastern countries within their own contexts that investigate and compare online and face to face authentic assessment. The purpose of this research is to understand the effectiveness of online and face- to- face instructional methods on students’ performance based on authentic assessment strategy. To achieve this goal, a quantitative method is adopted and paired T- test is applied to analyze the data. The sample consists of 38 female students in sixth grade registered in English subject class in a primary school, and has been taught by the same instructor. The result shows that students who assessed during online class have achieved higher scores than those who assessed in the traditional section. However, the article has presented further explanation, discussion, and a direction for future research.
      PubDate: 2020-10-20
      DOI: 10.5296/jse.v10i4.17754
      Issue No: Vol. 10, No. 4 (2020)
  • Need Analysis in the Development of English for Specific Purposes Learning
           in Students of STIA Prima Bone Administration Study Program

    • Authors: Abdul Rahman
      Pages: 76 - 93
      Abstract: This study aims to analyze students' needs in learning English and determine the learning methods used in learning English at STIA Prima Bone. This study uses a descriptive method with a qualitative approach. The subjects in this study were 60 students of the Public Administration Study program. They took courses in the second semester of the 2019/2020 academic year and one of the lecture language courses. The s lecturer sampling technique uses purposive random sampling. The instruments in this study were questionnaires and interviews. Based on the study results, the students' need for learning English in the Public Administration study program different or varied, so it can be concluded that they need English not only for current learning needs or Now Oriented but also for work needs (Future-Oriented). Therefore, learning English in the Public Administration Study Program must prioritize the target needs. So that, the fulfillment of wants can achieve and reduce the shortcomings or weaknesses of students in learning English. The teaching or learning method is an essential component in the educational process because the teaching process's success depends on the method used by the lecturer. The technique used in learning English courses in the public administration study program is to combine Student-Centered Learning, Teacher-Centered Learning, and Collaborative Learning.
      PubDate: 2020-10-20
      DOI: 10.5296/jse.v10i4.17701
      Issue No: Vol. 10, No. 4 (2020)
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