-
Using Contingency Table Approaches in Differential Item Functioning Analysis: A Comparison
Issue:
Volume 4, Issue 4, July 2015
Pages:
139-148
Received:
16 May 2015
Accepted:
1 June 2015
Published:
23 June 2015
Abstract: This study provides a demonstration of differential item functioning (DIF) analysis. It made use of test scores of 200 junior high school students on a Chemistry Achievement Test, a measure tested for its psychometric properties. One hundred students came from a public school, while the other 100 were private school examinees; one hundred students were males and the other 100 were females; and 95 students were of low ability and 105 students were of high ability based on their English II grades. Four contingency table approaches, the Chi-Square, Distractor Response Analysis, Logistic Regression and the Mantel-Haenszel Statistic, were applied in the DIF analysis to identify test items indicating bias between examinees matched on school type, gender, and English ability. Thereafter, the results for the four approaches were compared. The findings revealed the presence of items indicating school type-, gender-, and English ability-based DIF. There was a high degree of correspondence between the Logistic Regression and the Mantel-Haenszel Statistic in identifying potentially biased test items.
Abstract: This study provides a demonstration of differential item functioning (DIF) analysis. It made use of test scores of 200 junior high school students on a Chemistry Achievement Test, a measure tested for its psychometric properties. One hundred students came from a public school, while the other 100 were private school examinees; one hundred students ...
Show More
-
The Influence of Identity on Students’ Learning Experiences in an English as Foreign Language Programme in a Saudi Medical University
Issue:
Volume 4, Issue 4, July 2015
Pages:
149-157
Received:
28 April 2015
Accepted:
7 June 2015
Published:
25 June 2015
Abstract: Our identities influence our actions and how we conduct ourselves. The construction of these identities is influenced by factors beyond our individuality and that in turn influences the way a person learn. Different studies in the field on English language learning emphasize the impact of identities in learning English as Foreign Language. However, in the context of Saudi higher education this notion remains unexplored. This paper presents findings form an English as Foreign Language (EFL) programme in a Saudi Medical University that illustrate the influence of different identities on students’ learning experience in. It highlights how identities associated with students’ socioeconomic back ground as well as disciplines of study influence students’ learning experience.
Abstract: Our identities influence our actions and how we conduct ourselves. The construction of these identities is influenced by factors beyond our individuality and that in turn influences the way a person learn. Different studies in the field on English language learning emphasize the impact of identities in learning English as Foreign Language. However,...
Show More
-
A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran
Addis Adera Gebru,
Shahrazad Ghiyasvandian,
Noorodin Mohammodi,
Markos Kidane
Issue:
Volume 4, Issue 4, July 2015
Pages:
158-165
Received:
5 June 2015
Accepted:
16 June 2015
Published:
4 July 2015
Abstract: Back ground: Teaching-learning contributes to the development of professional values, attitudes and behavior through a partnership of accountability between teacher and learner. Objective: To determine self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: A cross sectional descriptive study was conducted from Jan, 2013 up to March, 2014 at school of nursing and midwifery of Tehran University of Medical Sciences, Tehran, Iran. A total of 232 undergraduate nursing students’ were involved in the study. Data was collected from selected students through an anonymous self-administrated questionnaire. The questionnaire was divided into two sections including (a) demographic profile and (b) Fisher’s Self-Directed in Learning Readiness questionnaire. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of determination of self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. One hundred forty-three participants were female (61.6%), and 89(38.4%) of participants were male. The majority (60.8%) of participants were in the age group of 20 -25 years.. The majority (90.52%) of subjects self-directed in learning readiness were in the level of Self-Control (Score >150). The mean score of self-management, desired for learning, Self-control and the overall SDLR were similar in a student’s (31.84± 6.174; 31.83 ±6.177). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school.
Abstract: Back ground: Teaching-learning contributes to the development of professional values, attitudes and behavior through a partnership of accountability between teacher and learner. Objective: To determine self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, I...
Show More
-
Effect of Instructional Model and Learning Materials Towards Competency in Using and Regulating of Electrical Motor
Issue:
Volume 4, Issue 4, July 2015
Pages:
166-169
Received:
2 December 2014
Accepted:
26 June 2015
Published:
8 July 2015
Abstract: The interest of this research is learner’s competency in using and regulating of electrical motor based on teaching models and instructional materials used. Data are obtained through quasi-experimental study with a number of 60 learners as a sample, which it was taken randomly. A sheet test and an observation sheet are used as the research instrument, which was developed and tested in advance. Data are analyzed by ANOVA, and concluded that there is a difference of the effect of learning models and forms of teaching materials used towards the learners’ competency in using and regulating of an electric motor.
Abstract: The interest of this research is learner’s competency in using and regulating of electrical motor based on teaching models and instructional materials used. Data are obtained through quasi-experimental study with a number of 60 learners as a sample, which it was taken randomly. A sheet test and an observation sheet are used as the research instrume...
Show More
-
The Research on the Construction of Campus Culture in Colleges and Universities under the Trend of Value Diversification
Xinjian Huang,
Xiangqin Xu,
Yu Gu
Issue:
Volume 4, Issue 4, July 2015
Pages:
170-174
Received:
27 May 2015
Accepted:
11 June 2015
Published:
8 July 2015
Abstract: Campus culture is a sum of thinking patterns, moral standards, behavior habits and values that formed during the creation and development of colleges and universities and it eventually became a consensus among teachers and students. Excellent campus culture reflects the philosophy and features of colleges and universities and can promote common beliefs and values among massive numbers of teachers and students. College students are a generation of activeness. With the interaction, conflicts and fusion of cultures, their ideology has also become multiple, diverse and changeable. The contemporary university students' values are showing a trend of diversification. This paper analyzes the main problems and necessities of campus culture construction and discusses specific paths of campus culture construction in such a situation.
Abstract: Campus culture is a sum of thinking patterns, moral standards, behavior habits and values that formed during the creation and development of colleges and universities and it eventually became a consensus among teachers and students. Excellent campus culture reflects the philosophy and features of colleges and universities and can promote common bel...
Show More
-
Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences
Theodosia Prodromou,
Zsolt Lavicza
Issue:
Volume 4, Issue 4, July 2015
Pages:
175-181
Received:
25 June 2015
Accepted:
7 July 2015
Published:
16 July 2015
Abstract: This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.
Abstract: This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic an...
Show More
-
Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course
Miao Gao,
Ian J. Quitadamo
Issue:
Volume 4, Issue 4, July 2015
Pages:
182-188
Received:
7 July 2015
Accepted:
18 July 2015
Published:
28 July 2015
Abstract: A national focus on inquiry teaching promotes critical thinking and content knowledge; however, few studies show the level of inquiry needed to develop both outcomes. This study compared the effects of full inquiry (n = 21) or partial inquiry (n = 24) on undergraduate nonmajors biology critical thinking and content knowledge gains. Pre- and posttest assessment using the Critical thinking Assessment Test and three common content exams showed both full and partial inquiry improved students’ critical thinking ability, but only full inquiry significantly increased content knowledge.
Abstract: A national focus on inquiry teaching promotes critical thinking and content knowledge; however, few studies show the level of inquiry needed to develop both outcomes. This study compared the effects of full inquiry (n = 21) or partial inquiry (n = 24) on undergraduate nonmajors biology critical thinking and content knowledge gains. Pre- and posttes...
Show More
