TOJNED - Volume 9 - Issue 4 - October 2019

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BUILD AN ATTITUDE SCALE MEASURING ATTITUDE TOWARD MATHEMATICS 247

Amani Yamani

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Abstract:

The proposed study is to build an attitude measuring scale to measure attitude toward mathematics. The inquiry provides the baseline for understanding the reasons leading students to drop out of high school and others not to take math classes at university. However, an attitude scale is a complex undertaking and demands detailed research and comparative studies on theoretical constructs that define attitude, a working definition and comprehensive understanding of attitude in psychology and its connection with measuring attitude toward mathematics. Thus, different literature crystallizes attitude in cognitive psychology as psychological function, which constitutes affect toward social objects driven by goals, plans, cognitive responses, belief, and attraction toward an action. However, other literature takes the definition of attitude further by defining attitude toward mathematics as the psychological response in the domain of enjoying the subject, the belief that one is good or bad in mathematics, and the affect with emotional disposition toward mathematics, with varied definitions. In addition, the rationale for building an attitude measuring scale draws on the impact of the scale on measuring attitude toward mathematics for teachers, students, and stakeholders to progressively monitor earlier positive or negative attitude changes toward mathematics and make interventions by taking corrective actions. 

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ELECTRONIC EVALUATION: FACTS, CHALLENGES AND EXPECTATIONS

Aissa HANIFI

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Due to its fundamental role in the teaching and learning process, the concept of evaluation   has been widely tackled in academic spheres. As a matter of fact, evaluation can help us discriminate between good and bad courses and thus establishes a solid background for setting success to major courses’ aims and outcomes. Whether in electronic or paper form and whether as a continuous or periodic process, evaluation helps teachers to form judgement values and students’ development and achievements. With regard to electronic evaluation, more and more university Algerian teachers are performing it though with a low degree through the online Master and Doctorate theses works’ supervision, for instance .The current study aims at investigating the teachers’ attitude to the use of electronic evaluation as a means to evaluate students’ performance and progress. The other aim is also to shed light on other aspects of electronic evaluation which are still under limited experimental process and needs to be upgraded in the university departments’ database. This might include mainly the electronic course evaluation system and course work assignment electronic submission. Results which were collected through an online survey submitted in the form of Likert scale questionnaire to 16 teachers randomly selected across different Algerian universities revealed interesting findings. Most teachers agreed that electronic evaluation system can replace paper evaluation system forms since it saves much of the teacher’s time and energy. Most importantly, all teachers admitted that the electronic course evaluation system would help them to provide quality courses.

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ENHANCING QUALITY OF LEARNING THROUGH COOPERATIVE MODEL IN EAST JAVA

Agung Listiadi, Agung Listiadi

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One of the goals of cooperative learning is to improve student performance in academic tasks and improve student learning outcomes. This research uses action research method with the respondents of vocational students. Student activity during the Numbered Heads Together cooperative learning as a whole progresses better, as well as the teacher-run teaching activities are significantly improved. Thus learning mastery can be achieved by applying cooperative learning model type Numbered Heads Together. Student response in this cooperative learning is positive, students enjoy the learning process and motivated to do the collaboration during the learning takes place.

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PUBLIC SCHOOLS TEENAGE GIRLS IN MENSTRUAL HYGIENE ENGAGEMENT SESSIONS: SHARING EXPERIENCES WITH STAKEHOLDERS

Milan Acharya, Pitambar Acharya, Pradeep Bohara

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Meaningful engagement of basic level school girls in discussion and dialogue conferences about the hygienic behaviour during menstruation period is one of the key factors to upgrade the academic achievement. Engagement of teenage girls in workshops and collaboration with the school’s female teachers, mothers and friends help to maintain girls’ daily presence at school and in reducing failure rates. In this study, three kinds of sharing have been done, that unite girls’ meaningful engagement at school in the presence of mothers in relation to cognitive, affective and behavioural domains regarding the menstrual hygienic practices. Among a total of 80 girls, seventh and eighth-graders community basic schools in Nepal, the majority were between ages 13 (34.6%) and 14 (65.4%), responded to the questionnaire. The findings indicate that the cognitive and affective domains in menstruation obtained the lowest means. This result suggests that girls should meaningfully engage in activities that help them recognize their abilities and support their classroom participation. Each of the three identified dimensions is analyzed, and strategies are proposed for developing them appropriately.

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REVISITING TEACHERS’ INNOVATIVE BEHAVIOR: INDONESIAN CONTEXT

Stephanie Yuanita INDRASARI, Bagus TAKWIN

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Today’s learning has evolved to prepare the students to meet the demands of a very dynamic era, full of technological sophistication and very diverse information accessibility. Teachers’ innovative behavior is a phenomenon shaped by contextual factors, e.g. personal, social, and environment context. This paper explores ways in which Indonesia circumstance – and the sociocultural norms within – play a substantial role in affecting teachers’ innovative behaviour. This review can help administrators, practitioners, and policy makers gain greater contextualized insight into how teacher innovative behaviour may best be supported within particular cultures and regions. Theoretical and implications for further studies will be discussed

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THE LEADING ROLE OF THE SCHOOL DIRECTOR IN IMPLEMENTING THE NEW CURRICULUM 297

Luljeta Shala

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The leading role of the school principal in the implementation of educational policies at the school is irreplaceable, but also a legal obligation. One of the main policies after the law on pre-university education is the curriculum framework and core curriculum. With the Curriculum Framework (revision, 2016), the responsibilities of the school principal both as an administrator and as a teacher education professor are increased.
The importance of research - Given the requirements arising from the implementation of the 2011 Curriculum and leadership training, it is necessary to make the leading role of the director in implementing these changes in the school essential. Specifically, we were determined to explore its role and impact in implementing the changes envisaged by the New Curriculum Framework in Kosovo schools.
Based on the results of the research it can be seen that school directors encounter difficulties of different nature. Given the research data it appears that they are not sufficiently informed with the content of curriculum, so that they can support the teachers in this process.
Other challenges, according to the directors, are: poor school infrastructure; weak supply of schools with basic tools and materials, ineffective IT cabinet, lack of inter- net access, which makes it difficult to implement the new curriculum successfully in schools, lack of textbooks, lack of appropriate training for curriculum,for teachers,school directors and for other staff, lack of information for additional clarifications, great difficulty in preparing the daily plan and their ambiguities are mainly on day-to-day outcomes and criteria, the administrative part of the diary, and an important challenge for it is the assessment and approach based on the new curriculum where the student should be evaluated in VP1 (with three or more components and VP2, which is considered to take much time.
Through this research we aimed to assess the current situation in pilot schools and those that expect the implementation of new curriculum with a focus on the leading role of the director in this important process for education.

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