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American Journal of Educational Research

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton

Website: http://www.sciepub.com/journal/EDUCATION

   

Article

Design and Evaluation of Demonstration Tools for Newton’s Law of Motion

1Lapasan National High School, Cagayan de Oro City, Philippines

2Department of Science Education, University of Science and Technology of Southern Philippines


American Journal of Educational Research. 2017, 5(2), 155-160
doi: 10.12691/education-5-2-8
Copyright © 2017 Science and Education Publishing

Cite this paper:
Cristy R. Malonzo, Maria Teresa M. Fajardo. Design and Evaluation of Demonstration Tools for Newton’s Law of Motion. American Journal of Educational Research. 2017; 5(2):155-160. doi: 10.12691/education-5-2-8.

Correspondence to: Maria  Teresa M. Fajardo, Department of Science Education, University of Science and Technology of Southern Philippines. Email: mariateresa.fajardo@ustp.edu.ph

Abstract

In the absence of readily available teaching resources and laboratories, science teachers are often challenged to improvise instructional tools and materials. This study is aimed to design and evaluate indigenous toy carts intended for teaching Newton’s Law of Motion. Fifteen science teachers from two public high schools were asked to evaluate the developed indigenous toy carts using an evaluation form. A randomly selected intact class of Grade 8 students was also asked to perform a physics activity using the instructional tools developed by the researchers and evaluate the experience using an adopted Intrinsic Motivation Inventory. The demonstration tools were rated at most as acceptable by science teachers on constructional appearance and economy; ease of construction and scientific rigor and usability. Majority of the Grade 8 students found the activity with the indigenous carts interesting and enjoyable. It is recommended that science teachers be given more training and workshops on instructional tools and materials development to enhance the science experience of students.

Keywords

References

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Article

The Association of Grade Reporting Method, Student Performance, and Student Motivation on a Veterinary Clinical Rotation

1Department of Small Animal Medicine and Surgery, College of Veterinary Medicine, University of Georgia, Athens, GA, 30602, USA

2Cat Hospital of Orlando, Altamonte Springs, FL 32701, USA

3Department of Small Animal Clinical Sciences, College of Veterinary Medicine & Biomedical Sciences, Texas Veterinary Medical Center 4474 TAMU, College Station, TX 77843-4474, USA


American Journal of Educational Research. 2017, 5(2), 161-171
doi: 10.12691/education-5-2-9
Copyright © 2017 Science and Education Publishing

Cite this paper:
Andrew C. Bugbee, Annette Louviere, Jo R. Smith, Cynthia R. Ward, Kate E. Creevy. The Association of Grade Reporting Method, Student Performance, and Student Motivation on a Veterinary Clinical Rotation. American Journal of Educational Research. 2017; 5(2):161-171. doi: 10.12691/education-5-2-9.

Correspondence to: Andrew  C. Bugbee, Department of Small Animal Medicine and Surgery, College of Veterinary Medicine, University of Georgia, Athens, GA, 30602, USA. Email: abugbee@uga.edu

Abstract

The purpose of this study was to investigate factors influencing student motivation for learning and performance on a small animal internal medicine (SAIM) rotation, with a particular emphasis on the impact of the type of grade reporting system utilized. Veterinary students rotating through 3-week SAIM rotations at the University of Georgia between March 4, 2013 and May 1, 2014 were randomized to receive either conventional pass/fail (CONV) or proxy discriminating letter grades (PROX) as their interim and final individual performance evaluations. Additionally, each student was asked to complete a motivation self-assessment questionnaire on the last day of the rotation to determine which factors contributed to their performance accomplishments and learning strategies during the rotation. A total of 157 students completed the SAIM rotation during the 14-month period, and 107 students completed the questionnaire. There was no difference in scores on interim or final performance evaluations between CONV and PROX groups. Results of questionnaire responses suggested that the type of grade reporting system utilized infrequently impacted student motivation to exceed performance standards and did not influence specific learning techniques employed during their clinical rotation. Ultimately, the value placed on patient care, client relations, and future professional success were the most commonly reported motivating factors by the clinical students.

Keywords

References

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Article

Evaluate the Effectiveness of Clinical Simulation and Instructional Video Training on the Nursing Students' Knowledge about Cardio-Pulmonary Resuscitation: Comparative Study

1Adult Health Nursing, Fakeeh College for Medical Sciences, Nursing Department, Jeddah, Kingdom of Saudi Arabia

2Mental Health Nursing, Fakeeh College for Medical Sciences, Nursing Department, Jeddah, Kingdom of Saudi Arabia

3Adult Health Nursing, Sultan Qaboos University


American Journal of Educational Research. 2017, 5(2), 172-178
doi: 10.12691/education-5-2-10
Copyright © 2017 Science and Education Publishing

Cite this paper:
Murad Alkhalaileh, Abd Al-Hadi Hasan, Omar Al-Rawajfah. Evaluate the Effectiveness of Clinical Simulation and Instructional Video Training on the Nursing Students' Knowledge about Cardio-Pulmonary Resuscitation: Comparative Study. American Journal of Educational Research. 2017; 5(2):172-178. doi: 10.12691/education-5-2-10.

Correspondence to: Omar  Al-Rawajfah, Adult Health Nursing, Sultan Qaboos University. Email: rawajfah@squ.edu.om

Abstract

Aims: To evaluate the effectiveness of instructional video training method of teaching about CPR in comparison with conventional format. Methods: A quasi-experimental design was conducted with 210 students. Students were randomly assigned to receive instructional video training (n = 111) or conventional format of teaching (n = 90). The primary outcome measure was the baseline to endpoint change in knowledge level. Results: A significantly higher overall post-test score was observed for instructional video training group as compared to lecture. Conclusions: instructional video training is as effective as conventional format of teaching in teaching and learning basic emergency skills.

Keywords

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