TOJNED - Volume 9 - Issue 1 - January 2019

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CAN STUDENT PRESENTATIONS BE AN EFFECTIVE FORM OF ACTIVE LEARNING FOR THE STUDENT AUDIENCE?

ALYSA J. REMSBURG, MADELEINE C. HAGAR

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This classroom experiment investigated learning gains and preferences by students who served as an audience for both peer and instructor presentations.  An interactive component, such as a game or discussion, was included in each 25- to 35-minute group presentation. Seven student group presentations were interspersed with four presentations of the same format given by the instructor.  The same open-ended quiz question was used before and after each presentation to assess learning gains resulting from the interactive presentation.  Student scores increased by an average of 2.06 points (out of 5) on the post-instruction quiz for topics presented by the instructor (SD = 0.86 n = 25) and an average of 1.89 points for topics presented by student groups (SD = 0.64, n = 25), but paired t-tests showed no difference in learning between these methods.  These data suggest that with significant guidance and clear presentation parameters, students can learn as much from peer presenters as from interactive lessons by the instructor.  Surveys at the beginning and end of the semester also assessed student interest in each topic and preferences for classroom learning formats. 

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COUNSELLING INTERVENTION ON WOMEN'S REPRODUCTIVE HEALTH OF SECONDARY SCHOOL STUDENTS IN KADUNA STATE , NIGERIA

FrancisMonica Garba, Priscilla Ladi Venantius, Alaku, Asheotsala

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The study examined counselling intervention on women's health reproductive dysfunction (disease). The purpose was to determine the causes, effect, sign and symptoms, challenges women face, their needs and some of the possible solutions. A sample of 198 female staff of some selected secondary schools of Kaduna state from the three zones of the state were randomly selected as sample. Six questions were raised with their items drawn widely, with one null hypothesis. The result obtained these findings show that toilet infections, under age marriage, multiple sex partners among others are the causes of women's health dysfunction. While some of the signs and symptoms are: virginal discharge, itching among others. The effect discovered were: infertility, death injury high blood pressure, and so on. Female with reproductive diseases face shame, depression, discrimination. Some of the possible solution's discover., were; women with health reproductive diseases need caring, nutritional food, information on sexual reproductive disease, encouragement by counselors to victims, to visit health care centers and so on.

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CREATING COMMUNITIES OF ENGAGEMENT: A PROJECT-BASED LEARNING INITITATIVE THROUGH A PROFESSIONAL DEVELOPMENT SYSTEM

Angelia Reid-Griffin

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In examining the importance of collaboration in a middle school, the authors explored project-based learning (PjBL) in collaborative interdisciplinary team settings.  Through the use of surveys of sixth and seventh grade middle school students, teachers, and the school administrator regarding self-efficacy and perceptions, the researchers gained insights regarding perceptions of participants as they worked in communities of engagement. This manuscript focuses on the perceptions of teachers and the principal as well as the pivotal role that the university Professional Development System (PDS) model plays in building and fostering a community of engagement.  Findings from surveys and interviews reveal insights regarding the learning environment and collaboration.

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FEMINISM IN ALGERIAN EFL CLASSROOM: FEMALE STUDENTS’ ENTHUSIASM AND MALE STUDENTS’ ANXIETY

Aissa HANIFI

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The present study explores the attitudes of Algerian students towards feminism in EFL classrooms .The study which involved a group of 25 Master students studying English in Chlef University came as an aftermath of a raising anti- feminism attitude among male students in the Literature class. As a matter of fact, male students do not hesitate to express their disappointment to the importance and omnipresence of feminism across the post graduate syllabus contents. Participants completed a scale of attitudes towards feminism which covers aspects related to the students’ religious and cultural learning background. Results revealed that female students have pro feministic views and expressed their desire to attend Literature class that devotes an important space of talk to feminism issues .Most female students believed that   feminism needs to be omnipresent in the course of Literature to correlate with the growing recognition of women’s right in current Algeria. On the other perspective, male students who are under the effect of female –dominated classroom whether in number and discussions reacted negatively to the conspicuous  share of talk  devoted to feminism during the two years of their Master Degree preparation. Male students believed that feminism is a western concept that stepped into the Algerian EFL learning context at a time where the Algerian society witnesses a massive change of gender roles under the effect of globalism .Hence, they had the opinion that women’s status in Algeria is much better than ever and it is time to look at the newly introduced ‘female’ EFL teaching and learning concepts with a watchful eye.

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INDIVIDUAL DIFFERNECES IN LANGUAGE LEARNING: SELF-CONFIDENCE AS A QUESTION OF FOCUS

Zakia DJEBBARI

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When looking at the history of foreign language teaching, one could suppose that teachers have been much concerned with the various ranges of approaches and methods rather than with their content within a context. Recently, factors involving the individuals’ self are in vogue in research on applied linguistics and language pedagogy. A number of studies have shown that a possible correlation may result from connecting learners’ self with achievements. To put it differently, affective factors may be considered as one of the vital issues which may determine success in academic performance in general, and learning a language in particular. This article will take into consideration individual differences in language learning and its impact on learners’ academic achievements.

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INVESTIGATION OF THE JOB SATISFACTION AND THE SELF-PERCEPTION IN THE PRIVATE AND GOVERNMENTAL INSTITUTIONS

Bedriye ALICI, Ece Emre MÜEZZİN

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This study aims to research the difference between the job satisfaction and the self-perception of the private and governmental institution employees working in the Nicosia district in the Turkish Republic of Northern Cyprus. Participants were given Job Satisfaction Scale, Social Comparison Scale and personal information form. Frequency distribution, t-test, Pearson Product Moment Correlation Coefficient, one-way analysis of variance ANOVA and Kruskal-Wallis (H) test calculation methods were used for the data analysis. The mean age of the participants was 37 and a total of n=229 (101 were private sector and 128 were government) employees participated in the study. The results demonstrated that the job satisfactions of the governmental institution employees were higher compared to the private institution employees. There was no statistically difference by self-perception among employees.

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RELIGIOUS INFLUENCE ON GARDENING SKILLS AMONG PUBLIC SCHOOL STUDENTS FOR INQUIRY-BASED SCIENCE LEARNING

Kamal Prasad Acharya

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The present paper is an attempt to assess the skills for school gardening for inquiry based science learning of fourth, fifth, sixth, seventh and eighth grade basic level students of public schools. To achieve this aim, questionnaires was developed for students who follow Hinduism, Buddhism and Christian. A sample of 404 (N=388) were selected from one leader and four feeder schools to take part in the present study located in Chitwan and Nawalparasi districts of Terai region of Nepal.  Students from all the schools participated in school gardening activities as part of their science curriculum to motivate inquiry based science teaching and learning. Findings showed a weak association between the religion and gardening skills among the basic public level students. There was no statistically significant difference (α=0.05) between gardening skills of students and the religion they follow. Quantitative analysis was done on the basis of frequency, Chi square test at 0.05 level of significance and phi to see the association between two variables. Analysis showed that school gardening skills such as plough the land and soil preparation, sow the seeds, watering and caring plant, takeout weeds, planting crops and using tools in the school garden among the students who follow Hinduism is better than that of students who follow Buddhism and Muslim. Gardening enthusiasm with basic skills varies among students with different religious group of students. The shift from traditional chalk and talk method to inquiry based science learning through garden pedagogy can be promoted the understanding level of science to develop scientific literacy among the students in public schools.

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THE INNOVATIVE PRINCIPAL AND RECORD KEEPING FOR EDUCATIONAL DEVELOPMENT IN NIGERIA

Juliana Rotkangmwa Bodang, S. M. Yakwal, R. Guyit

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The paper examined the role of innovative principals on records keeping strategies  for educational development in Nigeria .The paper however, xrayed the concepts of innovative principals .record keeping strategies ,features of innovative principals,, types  of  records keeping in Nigerian education and the strategies  for keeping the records for enhancing educational development in Nigeria. It was concluded that records keeping strategies by the innovative principals aid effective records keeping in Nigerian educational development .It was recommended that  the principals should integrate innovative ideas such as digital records for enhancing educational development in Nigeria 

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THE SPOT INSTRUCTOR ADJUSTMENTS TO STUDENT INTERESTS

Lauren L. Ferry, Maxie Gluckman, Jace Hargis

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This study uses a new methodological technique to evaluate how instructors in a quarter long professional development course designed for new instructional assistants (IAs) modified their lesson plans in response to revealed student interests. Ethnographic data collection revealed to researchers that there was significant variation in student interests across course subjects. It also revealed that the instructors leading the professional development program made numerous adjustments to their original plans -- some of these adjustments occuring within the same class period. This paper builds on these insights to demonstrate that instructors respond to both implicit and explicit student cues about what students are interested in and engage with. It further provides a typology of potential instructor reactions. When students reveal their interests, instructors can choose (1) not to modify; (2) to change their examples to those that students will find relevant; (3) to reallocate their agenda for the class; or (4) to incorporate student interests into future lesson plans. This work seeks both to broaden the literature to incorporate new techniques for collecting student information and to encourage future work about how instructors use of this information. 

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UNDERSTANDING LANGUAGE TRANSFER AND ERRORS ANALYSIS TRANSFER OR NOT: I AM THE BIGGEST IN MY FAMILY!

Naimi AMARA

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Correcting students’ language errors has always received much importance because of its significance for analyzing those errors and trying to provide students and teachers with adequate techniques and strategies to avoid or at least minimize the number of errors committed while practising the foreign languages. This article will focus mainly on different ways in which an interest in language learner has revealed different aspects of the language learning process and suggested different ways of treating errors in our teaching. The objectives of the paper are mainly to understand the origins of an interest in errors that learners made and the related development of the concept of interlanguage , to appreciate the significance of learner error and how it might affect our methodology and to realise some of the causes of errors including positive and negative transfer. Furthermore, the article will explain the concept of systematic variability in learner language in order to become aware of some of the causes and significances of variability.

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